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Financial Aid 


1829 — The first incorporated school for girls in New England 
Donald A. Gordon 

Andover, Massachusetts 01810; 23 miles from Boston 
330 girls (243 boarders; 87 day students) 

45 acres; 30 buildings 
75,500 volumes ^ 

The school currently provides $80,000 a year in financial aid 
New England Association of Colleges and Secondary Schools 
Independent School Association of Massachusetts 
National Association of Independent Schools 

TELEPHONE Abbot Academy telephone number: Area Code 61 7 - 475-3562 

This number connects all departments. Telephone calls may be received by the 
students through this number. Except in cases of emergency, calls during class time 
and evening study hours should be avoided. 

The switchboard is open Monday through Friday from 7:30 a.m. to 9:30 p.m., 
Saturday 8:00 a.m. to 11:30 p.m., and Sunday 9:00 a.m. to 9:30 p.m. Girls may be 
reached for emergency calls after 9:30 p.m. by calling their Resident Advisors or the 
Guard on 475-3567 who will deliver the message. The Dean of Students may be reached 
at 475-6599. 


Andover Inn — Chapel Avenue, Andover Tel: 475-5903 

Sheraton Rolling Green Motor Inn 

Lowell St., Andover Tel: 475-5400 

Merrimack Valley Motor Inn 

Route 125, Chickering Rd., No. Andover Tel: 688-1851 

Dr. Theodore R. Sizer, ex-Dean of the Harvard Graduate School of 
Education, became the twelfth Headmaster of Phillips Academy in July, 
1972. On behalf of the students, Faculty, and Trustees of Abbot, we 
wish to extend to Dr. Sizer and his family a warm and cordial welcome 
to the Andover community. 

Abbot Academy 




8 Friday 

9 Saturday 

10 Sunday 

11 Monday 
16 Saturday 

20 Friday 

21 Saturday 

22 Sunday 

25 Wednesday 

26 Thursday 
28 Saturday 

4 Saturday 

18 Saturday 

22 Wednesday 

Registration, 10:00 a.m. to 4:00 p.m. 
Orientation Weekend. Required of all Day Students 

as well as Boarders 
Classes begin 

School Picnic. (Crane's Beach) Required of ALL 

Parents' Weekend 

CALENDAR 1972 - 1973 
Fall Term 

Alumnae Days 


November 27 Monday 

28 Tuesday 

December 10 Sunday 

14 Thursday 

January 4 Thursday 

5 Friday 

13 Saturday 

March 5 Monday 

8 Thursday 

PSAT — Senior- 
SAT — Seniors 
Fall Term examinations begin 
Fall Term examinations end; end of Fall Term; 
Thanksgiving recess begins at noon or 
after last exam 

6:00 p.m. End of Thanksgiving recess 
Winter Term begins; classes resume 
Christmas Vespers 
1:00 p.m. Christmas vacation begins 
6:00 p.m. End of Christmas vacation 
Classes resume 

Achievement Tests — Seniors 
Winter Term examinations begin 
Winter Term examinations end; Spring vacation 
begins at noon or after last exam 

Winter Term 




6:00 p.m. Spring vacation ends 



Spring Term begins; classes resume 




SAT - Senior-Mids 




Achievement Tests — Senior-Mids 



Alumnae Day — Bazaar 



Advanced Placement Tests — Seniors 



ri a it »» tt tt tt 




Last Assembly 



Spring Term examinations begin 



Spring Term examinations end; end of 







Spring Term 

Attendance is required at the following functions: 
Assemblies as scheduled 
School Picnics 
Thanksgiving Vespers 

Occasionally some change in the school calendar is necessary. If this occurs, parents 
will be notified well in advance. 

Christmas Vespers 
Scheduled Classes 



Every school should seek, at any moment in its history, to act on its recogni- 
tion of the time-honored truth that great purposes are constant, while the 
conditions for such purposes require ceaseless adaptation. Our goal persists; 
ways and means are not immutable. While mindful of its traditional past, 
Abbot today seeks to hold the initiative in answering the challenge of our 
times, which centers on the tension between the condition of many of our 
young people and the assumptions which have governed American pedagogy 
for so many years. 

Abbot presupposes that a majority of its students wish to pursue serious 
work at institutions of higher learning, and to this extent it is a "college 
preparatory school." But its purposes are, ultimately, broader than this 
image has traditionally implied. 

While the center of such preparation continues to be the curricular program, 
Abbot recognizes that the presence or absence of a truly positive, supportive 
environment plays the primary role in aiding or fracturing a student's 
chances of building a constructive attitude toward demanding curricular 
experience. Consequently Abbot in recent years has primarily emphasized 
its environmental quality, while working to broaden and strengthen the 
curricular fare offered. 

An Abbot student lives in an open context, faced with a rigorous program. 
She will be helped to mobilize herself effectively, but not compelled to do 
so. Thus Abbot is a place to be used well, not merely to be endured. The 
Abbot student will discover a rapidly expending role for herself in managing 
and directing her emerging life, and an abundance of support and help in 
carrying on her quest for integration and identity. Abbot embraces its 
preparatory function, but also recognizes that without a constructive, hu- 
mane, and open environment as a base, our efforts to serve that function 
are doomed to failure. 

A major ingredient in her development is, obviously, a developing under- 
standing of the opposite — i.e. equal and complimentary — sex. Our 
coordination in matters curricular, extracurricular, and social with Phillips 
Academy is evolving toward a progressively more natural and positive 
overall coeducational context, one in which girls and boys may simul- 
taneously enjoy one another's company, work together on myriad tasks and 
opportunities, and thus move toward an understanding of each other as 
complimentary human beings, designed to live and work together in free 
and respectful association during their adult lives. 

Abbot believes that the combination of a supportive environment and a 
demanding program affords young people the best chance to discover the 
essential rigor and joy of becoming independent and mature while being 
helped through the strains and confusions that necessarily beset adolescence. 
Our faith in coeducation rests primarily on our recognition of the fact that 
while America has offered traditional education per se to boys and girls, 
it has not adequately sought to include education about men and women 
as social beings. Our aim is to accomplish something practical in this area 
as well as in more traditional areas. 


Thus we hope that via this comprehensive process the Abbot student will 
develop her own abilities further — we do not seek to "produce Abbot 
girls" — and that she will incline progressively toward a sensitive regard 
for others, and a tolerance for the varied and many needs of society as a 
whole. Abbot trusts that progress in these areas constitutes the quality of 
beginning that is essential to a person's becoming herself fully and, in 
the process, good for and to the world she lives in. 

Donald A. Gordon 

Criteria for admission include previous school records, standardized testing, ADMISSION 

recommendations from the present school, a personal interview, individual 

interests and abilities — information useful in identifying girls who will 

actively contribute to and benefit from the academic and community life at 


Candidates are asked to take the Secondary School Admission Test (SSAT), 
which is administered several times a year at centers throughout the United 
States and abroad, preferably not later than January preceding the desired 
year of entrance. Registration bulletins for the SSAT are available from 
either the Abbot Admissions Office or the Educational Testing Service, 
Box 922, Princeton, New Jersey 08540. 

Personal interviews are a nearly indispensible part of the admissions proce- 
dure. The Admissions Office is open five days a week, and we request that 
unless distance prevents, each candidate plan to visit Abbot on a weekday 
prior to the application deadline. Campus visits enable candidates to speak 
with a member of the admissions staff, to meet and talk with Abbot students, 
and with previous notice, to visit classes. Appointments may be arranged by 
writing or telephoning the Admissions Office. 

Early application is highly desirable, and application should be made by 
February 1 at the latest in order for a girl to be considered for the following 
year. All candidates whose applications are completed by February 1 will 
be notified on March 10; candidates admitted to Abbot will be expected 
to reply by April 10. Applications received too late for processing by the 
March 10 notification date will continue to be given full consideration for 
any openings which may occur during the spring and summer. 

Candidates may apply to enter any of the four classes: Preparatory (9th 
grade), Junior (10th grade), Senior-Middle (11th grade), and Senior (12th 
grade), although it is rare for the school to admit a single-year senior. 

A fee of $25 is required with each application, and there is a registration 
fee of $200 when a girl is admitted and accepts in turn the place reserved 
for her. The registration fee is applied to the first tuition bill. 

Candidates who anticipate requesting financial aid from Abbot should read 
carefully the section of the Catalogue headed "Financial Aid." Communica- 
tions should be addressed to: 

Mrs. Faith H. Kaiser 
Director of Admissions 
Abbot Academy 
Andover, Mass. 01810 


FINANCIAL AID Each year Abbot awards a substantial number of partial tuition scholarships, 
based solely on financial need. Such financial aid grants are rarely given 
for more than half tuition, and the average is lower. We require the parents 
of all financial aid applicants to complete the Parents Financial Statement 
from the School Scholarship Service in Princeton, New Jersey, and a supple- 
mentary Abbot Scholarship Form. The School Scholarship Service sends 
Abbot a confidential estimate of how much assistance a girl will need, from 

A family's relative ability or inability to finance their daughter's education is 
not a criterion in the decision to admit her to the school. Only after she has 
been offered admission is a girl's financial status considered. The school 
makes an effort to ensure each girl who is admitted of enough financial aid to 
enable her to come to Abbot, but admission of a financial aid candidate to 
Abbot does not guarantee that a scholarship will be provided. Scholarship 
notifications are sent to new girls at the time of admission. 

Abbot scholarships are one-year grants, and are reviewed each year accord- 
ing to possible changes in families' financial situations. Financial aid awards 
are confidential, and the recipients are simply required to maintain a satis- 
factory academic standing and to be good citizens of the school. 

Parents of current Abbot students requesting renewal of scholarships and 
parents of candidates for admission to Abbot who will be requesting financial 
aid should request School Scholarship Service forms from our Admissions 
Office early in the school year. CURRENT STUDENTS AND NEW CANDI- 



Abbot's program is strong but not uniformly conventional. We offer a 
variety of subject areas and teaching approaches designed to sharpen 
each girl's sensitivity and awareness about herself and her environment. 
Since most of our students enter some form of college, we concern our- 
selves with the fullest possible preparation for that experience as well as 
the world beyond. 

In keeping with this purpose, we recognize that a solely abstract form of 
study is inadequate to the challenge of our time. Consequently, there are 
some classes which use immediate experience, here and off campus, instead 
of texts as a basis for intellectual inquiry. There are many methods and 
styles of teaching to be encountered here, and a student at Abbot should be 
prepared to seek a wide overall pattern to her education rather than a 
narrowly defined path. 

Critical and evaluative skills are as important as quantitative knowledge, and 
thus both are emphasized equally. Such curricular breadth is more difficult 
to administer and evaluate than a more homogeneous curriculum would be, 
but this is a choice Abbot makes deliberately and enthusiastically, certain 
as we are that young people today need a rich diversity of modes to measure 
themselves against. The world demands that they be adequately prepared as 
people as well as intellects. 

Some of the classes at Abbot are small and informal seminars; some com- 
bine discussions and lectures; but all emphasize the importance of a girl's 
thinking for herself and expressing her ideas clearly and convincingly in 
writing and speaking. The average size of the class section is 14; the student- 
teacher ratio is 7:1. 

The challenge today is to the critical awareness of a student, not to his 
memory; it is to his confidence in himself, not to his quantitative capacity 
for assimilation. The locus of educational priority in our time has moved 
from possession of approved knowledge to the use of learned skills in 
meeting all subsequent experience and knowledge. Awareness and skill are 
primary; inert knowledge is secondary, instrumental. What has occurred in 
today's pedagogy is an important shift of emphasis, not a wholesale displace- 
ment of earlier priorities. 

A young person entering our world must be personally ready, in addition to 
being well-informed. 

For the year 1972-73, many departments at Abbot are coordinated with Coordination with 
Phillips Academy, whose campus adjoins Abbot's. Some courses will have Phillips Academy 
sections on both campuses, others on only one. In some instances, students 
are placed in section for which they are best qualified, and may find them- 
selves on either campus; in other cases, students may elect courses or sections 
on the other campus when such courses are not offered on their own campus. 
Consult the course descriptions for further information concerning more 
specific details of coordination. 


Abbot operates on a tri-mester system. Major courses are usually year-long, Course Schedule 

earning one credit each. At all levels, however, although most predominantly 

at the upper levels, an increasing number of one-term major courses have 

been introduced (1/3 year in length, earning 1/3 credit each). Any three 

such term-contained courses which can be scheduled in sequence earn the 

same credit as one year-long major course. 

A variety of minor courses exist to provide background for further work or 
to give balance and exposure to music and the arts. These may be year-long 
or term-contained. Although certain combinations of minor courses may be 
counted for credit, it is assumed that the sixteen credits required for gradua- 
tion will normally be achieved through satisfactory completion of major 
courses. Minors vary as to credit, and should not be depended upon in 
planning the necessary sixteen credits. One year of any foreign language, not 
followed by a second year of the same language, may not be counted for 

Course levels and subjects are determined by student preferences, made after 
close consultation with the faculty advisor. Placement questionnaires are 
sent to new students in the spring; grades and former teacher recommenda- 
tions also influence placement in classes. 

Abbot is endeavoring to present many electives without sacrificing the 
acquisition of necessary skills and concepts needed to make further study 
rewarding, and without jeopardizing acceptance by colleges. There are, 
consequently, some requirements which must be fulfilled. Students are 
expected to take at least four majors in each of the three terms, and cannot 
take more than five in any term. A recommended minimum course align- 
ment is as follows: 

3 years of English (Senior English is optional) 

American History (grade 11 or 12) and one other history course 
at the 9th or 10th grade level 

1 laboratory science above the 9th grade level 

3 years of mathematics (2 of algebra and 1 of geometry) 

3 years of one foreign language (modern or classical) 
Substitutions may be considered and approved according to college entrance 
requirements and student needs. 

Each Abbot student is under the guidance of a faculty advisor of her own Advising and Reporting 

choosing. While this systematic arrangement is helpful in terms of academic 

progress and planning, it is also expected that advisors will know their 

advisees well and thus have a comprehensive picture of them — academically, 

personally, and socially. With the approval of the Director of Studies, the 

advisor helps the student plan her program, considering her total work load 

and her course alignment; careful consideration is given to working out an 

appropriate balance of academic responsibilities each term, while keeping in 

mind college admission and graduation requirements. Faculty and parents 

are encouraged to keep in close touch with the Director of Studies and the 

advisor concerning each girl's progress. A written mid-term report of the 

student's work from her teachers, and the faculty advisor's appraisal are sent 

to parents in October. Similar term reports and grades are sent in December, 

March, and June. Supplementary reports of achievement and academic 

warnings may also be sent to parents from time to time. Resident advisors' 

reports are sent three times a year. Honor Board reports will be sent to 

parents, as well as reports of accumulating records which cause copcern. 


Independent Study Program The term-contained Independent Study program for students in grades 11 

and 12 is designed to offer the student an opportunity to involve herself 
totally in an extensive project or investigation which requires both depth 
and breadth. Such a project is not to be used to fulfill regular course require- 
ments, and is to be distinguished from regular departmental class projects 
and tutorials. Each term-contained Independent Study receives 1/3 credit 
The program is open to returning 11th and 12th grade tudents in the Fall 
Term, and all 11th and 12th grade students in the Winter and Spring Terms 
Students may undertake no more than one Independent Study per term, 
and no more than two per school year. In order to undertake a project' 
a student must obtain the consent of a faculty advisor who will act as a 
sponsor for the Independent Study, and must submit a written proposal for 
approval by a reviewing board. 

Students with special interests, preferably eleventh graders, may take ad- Off-Campus Study Programs 

vantage of a number of off-campus programs planned by Abbot. Most of 

these are one term or less in length. For such projects to be successful the 

candidates must be well-qualified, both to assure positive results from the 

programs and to be able to afford the time away from classes. Selection of 

candidates for these programs involves three steps: a statement of interest on 

the part of the student, written permission from parents by a specified 

deadline, and approval of the Director of Studies or teachers immediately 

concerned with the program. 

Washington Intern Program. The Intern Program, now in its third year, gives 
girls in the spring of their eleventh grade a chance to be directly involved with 
operations of the federal government. For seven weeks students reside at a 
campus in the Washington area. Each girl is assigned to a different Senator or 
Congressman and reports to his or her office five days a week. Last year girls 
performed various tasks including sorting mail, attending committee meetings, 
and gathering material and information for their Congressmen. In the evening 
girls participate in seminars held jointly with Phillips Academy interns. The 
students are addressed by journalists, scholars, law-makers, and others who 
are active or familiar with the Washington scene. A resident advisor hired by 
Abbot accompanies the group and helps to arrange guidelines for student life 
in an urban environment. Social events at the host campus as well as with 
the Phillips interns provide extracurricular counterpoints to the work-study 
experience. During their term in Washington girls maintain journals to record 
their experiences and encourage reflection and discussion. Girls who are inter- 
ested in being considered for this program should organize their academic 
programs so that in the eleventh grade they will be taking American History 
but not a laboratory science. Interns return to Abbot for two weeks of review 
before the end of school. In the past, a small number of salaried intern jobs 
have been provided for some students in need of financial assistance. The cost 
of the seven week program has been $600 per student for the last two years. 
Program In Costa Rica. In the past year several Abbot students spent their 
spring term studying at a day school in Costa Rica, with Spanish-speaking 
families in San Jose. It is hoped that this program can be offered again in the 
spring of 1973. Both Spanish and English are used at the school but candidates 
who plan to go should have completed one and two-thirds years of Spanish or 
its equivalent by March of their eleventh grade and should not carry a labora- 
tory science course in the eleventh grade. The latest date on which application 
can be made is November 1, 1972 but decisions regarding Abbot courses must 
anticipate the science restriction and the language requirement. Cost for the 
program is about $550 per student. 

The Abbot Rosebud Indian Reservation Exchange Program. Beginning in 
January, 1972, Abbot undertook an exchange of students with six girls on the 
Rosebud Indian Reservation in South Dakota. It is hoped that this opportu- 
nity will again be made possible for 1972-73. There are no special require- 
ments or restrictions, but candidates should be able students and outgoing, 
adaptable people. Girls entering this program are not eligible for any of the 
spring term off-campus programs. Through the auspices of the Intercultural 
Studies Group in Boston, the school contracted for the services of a native 
Rosebud resident to act as liason between Abbot and two cooperating schools 
in South Dakota. Six girls from the Reservation make Abbot their base for a 
month, attending classes, conferences, and points of interest in New England. 
During this time they experience a sample of the New England boarding 
school culture and meet the Abbot girls who will be going to South Dakota. 


The Abbot girls return to South Dakota with their Reservation counterparts — 
both white and Indian. On the Reservation the Abbot girls live with families 
or in the dormitory of the mission school. The goals of this program are de- 
fined simply: to expose students to cultures widely different from their own; 
to foster a one to one relationship with a student representative of another 
background; to demonstrate the color and vast range of styles of groups 
within the continental United States. Cost is for plane fare, one way to 
Pierre, South Dakota, $119. 

The Abbot California Exchange Program — In Preparation. In winter of 
1972 Abbot plans to exchange tenth and eleventh grade students for the 
opening term with the Katharine Branson School of Ross, California. By 
giving students a term's taste of another academic environment in a different 
part of the country, the program hopes to broaden student perspective on the 
academic enterprise and the differing character of various regions in the United 
States. Different from ordinary travel, the plan is to immerse a student in 
California life with students and adults rather as she would be immersed in a 
foreign exchange program. Also the host institutions will benefit from the 
presence of visitors with differing styles and viewpoints. The cost is borne 
by parents. 

The Abbot/St. Dunstan's Exchange — St. Croix, U.S. Virgin Islands. In 

February 1972 Abbot took a group of five girls for one week from the ninth 
and eleventh gradesto live with Island families, attend St. Dunstan's Episcopal 
School catering to Cruzans and Continentals, and explore the sights and life 
style of an exotic American territory without the tourist trappings usually 
attendant on such visits. St. Dunstan's hopes to send a delegation to Abbot 
in 1972-73. Cost for each student borne by parents in 1972 was $225.00. 

School Year Abroad. It is possible for students, preferably eleventh graders, 
to spend a full year studying abroad on campuses in France, Germany, and 
Spain. Abbot is an Associate Member of the School Year Abroad, a program 
founded by Phillips Andover, Phillips Exeter, and St. Paul's School. Candi- 
dates should be at least sixteen years old during their year abroad, and should 
have completed two years of French, German, or Spanish, or the equivalent, 
prior to departure. They must have established good academic records and 
possess the personality and character to make them good representatives of 
this country. The students live with native families, but are taught by faculty 
from member schools as well as by native teachers. Course plans must be 
discussed with Abbot and parental permission for the program obtained 
by February 1, 1973, for any candidates interested in the places held for 
Abbot students in 1973-74. 




Instruction in the Art courses is intended to help each person make the 
content of his or her work as meaningful as possible. The student accom- 
plishes this through a firm understanding of technique, strong critical 
judgments, and the desire to be highly self-disciplined in his or her endeavors. 

The Advanced Studio courses are offered mainly to the two upper classes, 
who have either taken the Visual Studies prerequisite or a studio minor 
course in which they have prepared a portfolio. New students must have had 
similar experience. 

A minor course; may be elected as term-contained in any term, or year long. 
(Fee not to exceed $10 per term). Two period course which either introduces 
students to art or permits them to continue or to further develop abilities 
and interests they already have. There will be continuous reference to the 
principles of design and an opportunity to learn and to experiment with new 
techniques. There will be a balance between structured problems and free 
creative periods. Those who wish to continue in Advanced Art classes will 
prepare portfolios. Previous experience in art is not required. 

A minor course; may be elected as term-contained in any term, or year-long. 
(Fee not to exceed $15 per term). Two unprepared class periods. The course 
provides instruction in hand building, wheel throwing, glaze-making, loading 
and firing of the kiln. Emphasis is on creative expression. Previous experience 
in art is not required. 

A minor course; may be elected as term-contained in any term, or year-long. 
(Fee not to exceed $15 per term). Four unprepared class periods, otherwise 
similar to Ceramics I. 

A minor course; may be elected as term-contained in any term, or year-long. 
(Fee not to exceed $20. per term). Two unprepared class periods. Documen- 
tary photography means working with people and their environment. It is a 
truly human form of expression, seeking to break down barriers of fear, 
prejudice and self-consciousness. The course expects each student to seek the 
highest possible print quality and to pursue in depth his or her own method 
of work on a self-defined project. Previous experience in art is not required. 

A minor course; may be elected as term-contained in any term, or year-long. 
(Fee not to exceed $20 per term). Four unprepared class periods. An 
introduction to the basic concepts and techniques of painting in oils, 
watercolors, and acrylics and to printing, relief (woodcut, linoleum, etc.) 
and silkscreen. Preparatory to the preferred work in the medium of each 
student's choice, there will be class discussion, review of ideas, demonstra- 
tions of techniques, and assigned problems of design. The course will meet 
in the Abbot studio. Prerequisite: Visual Studies or instructor's approval. 

Course titles, grade levels 
and campus locations 


Studio Art 




Ceramics II 
10 - 12 

Documentary Photography 



Painting & Graphics 




Weaving - Welding 

Addison Gallery Special Project 
11 - 12 

Visual Studies 

11 - 12 

Art History 
11 - 12 

Art History Survey 
11 - 12 

Minor courses; can be arranged as term-contained or year-long. Arrangements 
can be made for a limited number of students to take these courses if there 
is sufficient interest. 

A minor course, may be elected as term-contained in any term, or year-long. 
(Fee not to exceed $20 per term). The opportunity is available for students 
who have specific ideas for exhibition-type projects to work in the museum 
under the guidance of gallery personnel. 

A one-term major course; offered each term. (Fee not to exceed $25 per 
term). Five class periods plus some preparation. In its emphasis on observa- 
tion, this basic course is designed to supply an understanding of contempora- 
ry surroundings. Along with the discussion of design problems, the student 
receives experience in photography, drawing, two-dimensional design and 
three-dimensional construction. 

A year-long major course. (Fee not to exceed $20 per term). Four prepared 
classes. A design course, based on the previous year's work in Visual Studies, 
which relates the basic ingredients of surface and volume to the structure 
of shelter for human purposes at a human scale. At least one term involves 
large-scale projects constructed in the woodworking shop. 

A two-term major course; fall and winter. Four prepared classes. The course 
examines major movements in painting, sculpture and architecture of the 
19th and 20th centuries through discussions and commentaries of repre- 
sentative works. The course includes occasional trips to museums and 
galleries in the Boston and Cambridge area. 

The course begins with a general introduction into the theory of art, 
concentrating on the social background and new artistic criteria of modern 
movements. It introduces French and English artists of the late 18th and 
early 19th centuries. The bulk of the course, however, concentrates on the 
following movements: Post-Impressionism, Expressionism and the Bauhaus 
movement, Cubism, Surrealism and Post-War Modernism. 

A year-long major course. The course is a survey of Western Art from ancient 
to modern times. Roughly half to two thirds of the year devoted to the Greek 
to Baroque art (18th century), with the rest of the year devoted to the 
Modern movements such as Impressionism, Expressionism, Dada, etc. The 
history of photography as a creative medium is also included. There is an 
emphasis in the course on the social environment in which a style flourishes, 
as any art is determined in part by the society which produces it. 

The class is offered to Abbot and P. A. students and combines lectures 
accompanied by slides and/or films, with class discussion. The reading 
includes Janson's History of Art as the basic text, with supplemental 
texts in areas such as American Art, Modern Art, Architecture and Photo- 
graphy. The course includes "guest lecturers" and museum trips to the Boston 
area. Students are expected to produce several research papers or projects 
over the year and are also encouraged to conduct classes on areas of 
particular interest to them. 



A year-long major course. (Fee not to exceed $15 per term). For those who Ceramics Major 
wish to be seriously involved in the total operation: from design to execution 11-12 
including chemical analysis and some glaze calculation, responsibility for Abbot 
firings and volunteer teaching. Four class periods with one lecture period. 
Assigned reading, one afternoon field trip monthly, firing help - limited to 8. 
Prerequisite: previous potting experience. 

A one-term major; two or three terms if desired. (Fee not to exceed $15 Drawing 
per term). This course will provide a foundation in the materials, methods, 9-12 
and principles of drawing. The materials will include charcoal, pencil, pen Abbot 
and ink, brush and ink, and various crayons. The methods will be discussed 
in terms of the most advantageous use of the materials. The visual principles 
will include light and shade, line and shape, perspective, proportion, and 
structure. Attention will be given to drawing as a means ot learning to see 
clearly and as a means of self-expression. This will include consideration of 
drawings, ancient and modern, and the things, processes and places of nature 
and the mind. Previous experience in art is not required. 

One or two terms: fall; winter; fall and winter; winter and spring; fall and 
spring. (Fee not to exceed $25 per term). Most of the filming is done on very 
simple Super-Eight cameras. The cameras are bought by the student for 
about $25, but are re-purchased by the school at the end of the course for 
the same amount, if the cameras are still in good condition. More complex 
cameras, and facilities for work with animation of 16mm film are available 
as students come to require them for particular projects. 

A two-term major course. (Fee not to exceed $25 per term). Similar to the 
minor course; the fall term is required but either the winter or spring term 
may be omitted. Four class periods and a required equivalent amount of 
outside time. 

A one-term major course; offered each term. (Fee not to exceed $20 per 
term). A term-contained major given each term, this course aims to explore 
photography as a visual language through which the student may make his 
own statements. Technique and control are emphasized for clarity, but 
content is the first consideration; therefore, frequent reference will be made 
to the content in other artists' work. Previous experience in art is not re- 
quired. Limited to 10. 

(Fee not to exceed $25 per term). Students must enroll for at least two Photography 
terms, one of which must be the fall term. Designed to give students who 11 —12 
are seriously interested in photography a chance to explore the medium in 
depth, the course will be limited to 12 students. 

A (Fall) Four class periods, one double laboratory, a total of two hours 
of preparation. An introduction to photographic techniques, 
photographic seeing, and the history of photography. 

B (Winter) Abbot Academy: Two class periods, four hours preparation. 

Each student is expected to work in a highly self-disciplined 
manner on a project of his or her own choosing. 

C (Spring) Abbot Academy or Phillips Academy, depending on the stu- 
dent's preference: two prepared class periods and work on 
individual projects. The term concludes with an exhibit of 
student work. 




Painting & Graphics 
11 -12 



Studio Art Major 

Sculpture A year-long major. (Fee not to exceed $20 per term). Offers an opportunity 
11 - 12 to work in practically every material available to the sculptor today, such 
Phillips as wood, stone, metal, plastics, plaster, and others. It is therefore possible 
for the student to develop into sculpture, concepts already begun in Visual 
Studies, as well as ideas drawn from his own experience. Individual criticism 
is stressed. 

A(Fall) Emphasis this term will be on the techniques of sculpture 
construction. Along with welding, carving and casting, the 
student will follow the process of translating his ideas into 
three-dimensional form. 

B(Winter) Kinetic sculpture. An exploration into art concerned with 
movement through space. Students will pursue individual 
projects ranging from mobiles and mechanized form to elec- 
tronic sculpture and color organs in search of the aesthetics of 

C(Spring) Students will be encouraged to continue either the stabile or 
kinetic pieces they have done in the two previous terms. 

(Fee not to exceed $25 per term). This is a year-long credit course for advanced 
art seniors. The fall term will be planned specifically to prepare the student 
for independent work. There will be assigned problems in drawing and design 
and further instruction and demonstration of the technical aspects of painting 
and printing; an introduction to the use of acrylics or oil paints and to relief 
and intaglio and stencil printing. Slide presentations and class discussions will 
serve to review the principles of art, to examine the concepts involved, and 
develop an overall awareness and critical sense. Four hours outside independ- 
ent work is required as the responsibility of each student. This outside work 
will include trips to galleries and museums as well as work in the studio. 

THE CLASSICS Courses in the Classics acquaint the student with the complexities of two 
civilizations whose literature and institutions have helped to shape and deter- 
mine our own. Through reading the varied literary products of these cultures, 
the student comes to sense the nature of man's attempts to deal with himself, 
his gods, and his society. These works are of unquestioned influence on later 
literary style and many introduce basic and enduring mythical motifs. 

The emphasis of the first two years is on vocabulary, the mechanics of 
grammar, and translation techniques, all of which should offer the student a 
better understanding of her own language. Not only do Latin and Greek 
strengthen English vocabulary but they also add to one's discrimination in 
the use of words. Stress is placed on the grammatical differences and 
similarities between the classical languages and English; the regularity and 
clarity of Latin syntax provide an easy comprehension of language structures, 
a comprehension which facilitates the learning of other languages. Because 
we examine these structures thoroughly, Latin and Greek are especially 
appropriate courses for the student with little language experience or with 
little aptitude for languages taught by the oral-aural method. 

Three years of a classical language satisfies Abbot's language requirement. 

All the following courses are offered on the Abbot campus. Abbot girls may, 
with special permission, take certain Greek and Latin courses at Phillips. 

Classical Studies A one-term major course; offered each term. Introduction to Classical 
9-10 Mythology - a course to bring the student out of the "Zeus who, Jupiter 
what?" stage. 


The beginning Greek course teaches the student the basic forms and syntax Greek 10 
and the fundamental vocabulary. Considerable emphasis will be placed on 
Greek culture and society. The course also will serve a broader function in 
that it will afford an understanding of the principles of language in general 
and an introduction to linguistics. 

A year-long minor course. This minor course is a gradual introduction to Greek 10 
Ancient Greek. 

A year-long minor course. This course continues to teach basic Greek to the Greek 20 
second year student. 

A year-long major course. This is the beginning course in which the student Latin 10 
learns the fundamentals of Latin grammar, vocabulary and prose style. 
Considerable emphasis is placed on Roman culture and society. The course 
also serves a broader function in that it gives the student an understanding 
of the principles of language in general and an introduction to linguistics. 

A year-long major course. The fall term of this course is designed to complete Latin 20 
the student's knowledge of the essentials of Latin grammar and vocabulary, 
after an appropriate review. Students are introduced to Latin prose through 
a variety of readings of Roman myths and legends. 

In winter term, selections from the later books of Caesar's Gallic Wars are 
read in which the student studies Caesar's unequaled prose in reading his 
accounts of his military expeditions and also the social and religious customs 
of the ancient Gauls and Britons (including his famous description of the 

Spring term is a study of Roman humor as clearly seen in the comedy 
"The Haunted House" by Plautus. This play serves as an excellent foil to 
Caesar and gives the student a glimpse of the range and diversity of Latin 

The following upper level courses emphasize the literature of the Romans and Latin Literature Courses 
seek to develop in the student the tools of literary criticism. Course selection 
can be determined by personal interest and relevancy to other courses.. 

The first six courses which follow are term-contained. Only one will be 
offered each term. Candidates interested in these should therefore indicate 
first and second choices for each term. 

A Conspiracy Against the State. A one-term major course; offered in fall. Latin Lit. 1 
A study of the complex political situation of late Republican Rome in 
which Catiline plotted to overthrow the government, as seen through the 
writings of Cicero, who was his successful antagonist, and through Sallust, 
who was an interested but uninvolved spectator. 

Historical Myth. A one-term major course; offered in fall. Livy's picturesque Latin Lit. 2 
yet epic account of the founding of Rome, starting with Aeneas' flight from 
Troy to Italy through Romulus and Remus and the seven legendary kings 
of the city. 

Catullus: The Agony and the Ecstacy. A one-term major course; offered in Latin Lit. 3 
winter. The lyric expressions of a young poet's emotions. 

Roman Humor. A one-term major course; offered in winter. A study of Latin Lit. 4 
popular entertainment: the comedy of Plautus and through it a sociological 
view of Roman life and times. 


Latin Lit. 5 

Latin Lit. 6 
Latin Lit. 7 

Survival of Culture in the Dark Ages. A one-term course; offered in spring. 
The descent of western civilization into the Middle Ages and its gradual re- 
newal, as seen through diverse and fascinating literary works of a thousand 

Satyricon of Petronius. A one-term major course; offered in spring. The 
bizzare work of one of the Roman empire's strangest and funniest writers. 

The Aeneid: The Nature and Intention of Epic. A year-long major course on 
Vergil's monumental epic poem. 


English 10 


English 20 

The purpose of the English program is to encourage the appreciation of 
literature as a source of living ideas and to develop the ability both to think 
logically and imaginatively and to write clearly and correctly. English 10; 
competency in readinq and writing skills, met by English 20; and a year of' 
literature in depth and breadth, fulfilled by any one of the courses offered at 
the English 30 level, complete the Department's diploma requirements and 
are prerequisites for the English 400 electives. In 1972-1973, the Abbot 
Academy English 30 and 400 courses and the Phillips Academy Middle and 
Specialized courses will be open to coordination. 

The course will be team-taught by members of the department and divided 
into three term-contained units. Two of these terms concentrate on different 
kinds of literary expression including the novel, the short story, drama and 
poetry. Continuing texts: Composition #9, Kaleidoscope, A Journey of 
Poems. One term: an examination of myth and fable, a study of the hero. 
Representative texts: Beowulf , The Once and Future King , Romeo and 
Juliet, Cyrano de Bergerac. One term: a study of the adolescent. Representa- 
tive texts: Pigman, My Antonia, Go Tell It on the Mountain . The Glass 
Menagerie . One term: Classroom Behavior, The Learning Experience. Abbot's 
experience for ninth graders calls upon each student to discuss classroom 
behavior, to practice more immediate ways of listening and discussing, and 
to relate to her teacher as a resource rather than as a force or disciplinarian. 
Reading in this term is from a student-drawn list. Class discussions are varied 
with circumstance, and writing is discussed and undertaken by students. In 
this way the teacher, by careful observation, oversees the efforts of fifteen 
individuals rather than one class. Work is evaluated by each student and by 
the teacher in periodic comments made to the class, to the Director of 
Studies, and to parents. 

The aim of this course is to develop both an ability to communicate clearly 
and intelligently and a sensitivity to language. The emphasis will be on the 
written word, both the student's own and that of the recognized writer. To 
the latter end, readings in literature will also be included in the course. The 
program will begin with a workshop approach, directed to the specific needs 
of the individual class, and will consider questions of grammar, syntax, and 
paragraph development. While each class will proceed at its own pace, the 
entire offering will include: the development of competency in different 
kinds of writing - narrative, descriptive, expository, persuasive, and creative; 
an awareness of the importance of style and tone; and an introduction to the 
organization of a critical paper of at least three pages in length. 


While the courses at the 30 level are usually term-contained, each section is 
taught by the same teacher for the year, and courses are chosen by the 
student in a block of three. In addition to the specific focus of each elective, 
emphasis is also placed on the study of genre and on the development of 
sensitivity to language and style. With department permission, a student may 
elect Phillips Academy Middle English courses or combine Middle courses 
with one of these electives. 

30-Level Courses 

English 31 


Brave New World. Study of satire in all types of literature. Texts: Madwoman English 30 
of Chail lot , Giraudox; Brave New World, Huxley; essays of Twain, Wylie, 11 
Thurber; poems of Pope, Swift, Auden, Cummings; One Flew Over the Abbot 
Cuckoo's Nest , Kesey; Cat's Cradle, Vonnegut; Slaughterhouse Five, 
Vonnegut; Animal Farm , Orwell; 1984, Orwell. 

The Heart of Darkness. A study of the darker side of man's consciousness. 
Basic texts: Macbeth ; Tales of Poe and Hawthorne; Benito Cereno, Melville; 
Secret Sharer and Heart of Darkness, Conrad. 

Youth and Reality. This course will focus on the individual American youth, 
past and present, struggling to grow into adulthood and will combine inde- 
pendent study with regular class meetings. Texts: Selected short stories and 
poetry of Faulkner, Hemingway, Agee, James, Frost, Cummings, Millay. 
Examples of independent projects: critical paper on particular author; short 
stories or poems expressing the student's awareness of his or her own struggle; 
a photographic essay; a slide tape of the American scene. 

Satire. The development of satire from the 18th century to the present. 
Representative authors: Swift, Pope, Addison, Steele, Twain, Vonnegut. 

Youth and Reality. The stream of continuity from the 16th century to 
modern times illustrates the reality which youth has always had to face. 
Particular emphasis is placed on the problems of today's youth in a vastly 
changed world. Basic texts: Twelfth Night ; The Old Wives' Tale ; Billy Budd ; 
Winesburg, Ohio ; The Red Sky ; Demian. 

The American Dream. An attempt to find and define the American Dream 
as it appears in the literature of our country from Cooper to Mailer. Texts: 
Ragged Dick & Mark the Match Boy, Alger; Great American Short Stories, 
ed. Stegner; Mark Twain Short Stories, A Laurel Reader; The Great Gatsby , 
Fitzgerald; A farewell to Arms, He mingway; Babbit, Lewis; God Bless You , 
Mr. Rosewater , Vonnegut; American Dream, Mailer. 

Man and Nature. Does Man need Nature? What happens to him when he English 32 
departs from it or rejoins it? What is "Nature" and the Natural, anyway? 11 
Is it always outside Man? Has there been a change in man's relationship with Abbot 
"Nature"? What are the consequences? Is the change irreversible? Readings 
and discussions will revolve around these and related questions. Representa- 
tive readings: Zorba, the Greek ; Moby Dick ; The Caucasian Chalk Circle ; The 
Old Man and the Sea ; The Good Earth ; Macbeth ; Steppenwolf ; Siddhartha; 
poetry by the English Romantics; poetry by e.e. cummings; The Bacchae; 
Rhinoceros; The Book ; A Moment in the Sun ; One Flew Over the Cuckoo's 


By winter term the group will have developed its own personality and direc- 
tion. The work of the next two terms will arise naturally out of that 
personality. The class will define its own boundaries and define its own 
syllabus with advice from the instructor. Possibilities: a class-produced play; 
a study of a particular author; a study of a particular genre, perhaps poetry; 
an individualized tutorial approach, giving each student a chance to under- 
take a reading or writing project, with advice from the instructor with whom 
she would meet frequently. (The culmination of a reading project would be 
a lengthy piece of writing, its nature dependent upon the nature of the 

English 33 Readings in English Literature. An attempt to trace the development of 
11 English literature from Shakespeare to T.S. Eliot. Representative authors: 
Abbot Shakespeare, Swift, Browning, Blake, the Bronte's, Shaw, Eliot. (Two terms). 

The American Dream. An attempt to find and define the American Dream 
as it appears in the literature of our country from Cooper to Mailer. Texts: 
Ragged Dick & Mark the Match Boy , Alger; Great American Short Stories , 
ed. Stegner; Mark Twain Short Stories, A Laurel Reader ; The Great Gatsby , 
Fitzgerald; A Farewell to Arms, Hemingway; Babbit , Lewis; God Bless You , 
Mr. Rosewater , Vonnegut; American Dream, Mailer. 

The Comic Vision. The course will explore the comic and satiric spirit from 
Shakespeare to the 20th century. Basic texts: Twelfth Night; Gulliver's 
Travels; Pride and Prejudice; School for Scandal ; Catch-22; A Room with a 
View ; Cat's Cradle. 

Black Literature. A study of Black writers, including Wright, Baldwin, 
Ellison, Hughes, and Cleaver. Supplementary reading will include the way in 
which the Black has been portrayed by such writers as Twain, Styron, Faulk- 

Man and Nature. The course will focus on Man's relationship to his natural 
environment, including such aspects as man in conflict with nature, the 
Romantic's view of man and nature, the origins of Transcendentalism, and 
the philosophy today of man's need to live within nature sensitive to its 
particular needs. Basic texts: Macbeth , The Secret Sharer and The Heart of 
Darkness, Walden, Romantic poetry, Benito Cereno, Billy Budd, Siddhartha. 

English 34 


English 35 Comic Vision. The course will explore the comic and satiric spirit from 
11 Shakespeare to the 20th century. Basic texts: Twelfth Night ; Gulliver's 
Abbot Travels ; Pride and Prejudice ; School for Scandal ; Catch-22 ; A Room with a 
View ; Cat's Cradle . 

Youth and Reality. The course will focus upon the particular problems of 
youth in reaching adulthood. How is each defined? Is reality definable? 
As you Like It; Of Human Bondage , Maugham; Winesburg, Ohio , Anderson; 
Go Tell It on the Mountain , Baldwin; Demian , Hesse; The Bear , Faulkner. 

Man and Nature. The course will focus on Man's relationship to his natural 
environment, including such aspects as men in conflict with nature, the 
Romantic's view of man and nature, the origins of Transcendentalism, and 
the philosophy today of man's need to live within nature sensitive to its 
particular needs. Basic texts: Macbeth , The Secret Sharer and The Heart of 
Darkness, Walden , Romantic poetry , Benito Cereno , Billy Budd , Siddhartha. 


Epic Poetry. An investigation of the diverse and unique literary monuments English 36 

produced by many cultures. Works such as The Odyssey; The Aeneid; 11 

Beowulf ; Gilqamesh; The Song of Roland; and Tolkein's Ring Trilogy will Abbot 
be read (full year). 

Honors. By department permission. The basic courses will be The Comic English 37 

Vision, American Dream, and Man and Nature with emphasis both on in- 11 

depth reading and independent study. Abbot 

The following courses may be elected upon successful completion of the 
Department's competence and literature in-depth requirements. 

Creative Writing. A student may elect this course for one, two or three 
terms. The class group will meet once a week to listen to and criticize the 
work of its members; otherwise, students will meet with the instructor on an 
individualized tutorial basis. They may work out their own program of 
writing, with advice from the instructor, and may emphasize one type of 
writing or more than one. Representative types: short story, children's 
literature, drama, poetry, essay. Reading will be suggested as it seems appro- 

Literature of the 20th Century. Students may elect this course for one, two, 
or three terms. This course will concentrate on the period between 1900- 
1970 and will include the novel, drama, and poetry. Representative writers: 
Lawrence, Joyce, Faulkner, Bellow, Salinger, Malamud, T.S. Eliot, Yeats, 
Cummings, Stevens, Miller, Pirandello, Beckett, Pinter. 

Portrait of the Artist. A one-term major course; offered in fall. A study of the 
sensitive human being forced to make some adjustment to an often insen- 
sitive world. What are the varieties of adjustment (or lack of it)? Representa- 
tive texts: A Portrait of the Artist , Joyce; Cat and Mouse , Grass; Steppenwolf, 
Hesse; The Caucasian Chalk Circle , Brecht; Henderson the Rain King , Bellow. 

The Role of Women in Drama. A two-term major course; offered fall-winter. 
A study of some of the great women characters from Greek times to the 
present day. Play reading in class and some acting of scenes. Changes in 
style and in the elements of stage production through the centuries will be 
examined. Opportunities offered for writinq and staqing student Dlavs. Short 
critical papers and one long project. Plays: Antigone, Sophocles; Medea and 
The Trojan Women, Euripides; Antony and Cleopatra and Hamlet, Shake- 
speare; The Three Sisters, Chekov; The Doll's House and Hedda Gabler, 
Ibsen; St. Joan, Shaw; Miss Julia, Strindberg; The House of Bernarda Alba, 
Lorca; Long Day's Journey into Night , Q'Neill; The Good Woman of Setzuan, 
Brecht; The Glass Menagerie, Williams. 

Man and God. A two-term major course; offered fall-winter. The course will 
consider man's search for meaning in what frequently seems to be an inex- 
plicable world. Readings will include: Oedipus Rex, Sophocles; Hamlet,, 
Shakespeare; Rosencrantz and Guildenstern are Dead, Stoppard; Moby 
Dick , Melville; Mourning Becomes Electra , O'Neill; A Portrait of the Artist 
as a Young Man , Joyce; The Assistant , Malamud; The Sun Also Rises, Hem- 
ingway; Miss Lonely Hearts, West; Zorba the-Greek , Kazantzakis. 

400-Level Courses 

English 400 


English 401 


English 403 


English 404 


English 406 



English 408 Irish Studies. A two-term major course; offered winter-spring. A look first at 
12 the history and folklore of Ireland, and then an attempt to trace its influ- 
Abbot enc e on Irish writers from Yeats to Beckett. Representative authors: Yeats, 
Joyce, Synge, O'Casey, Beckett; The Concise Course of Irish History, Moody. 

English 409 Gods, Heroes, and Poets: Classical Mythology. A two-term major course; 
12 offered winter-spring. A study of Greek and Roman mythology and the use 
Abbot of these poetic motifs in later literature. "Mythology is more than just Dick 
and Jane with harder names." Schork. 

English 411 The Beat Generation and The Angry Young Men. A one-term major course; 
12 offered in spring. A look at the post-war generation of the 50's both in 
Abbot England and America and its search for values as expressed by Kerouac, 
Ginsberg, Ferlinghetti, Osborne. Representative texts: Coney Island of the 
Mind, The Subterraneans, Look Back in Anger. 

English 412 The Expatriates - Paris of the 20's! A one-term major course; offered in 
12 spring. The Montmartre, populated by the angry, young self-exiled writers 
Abbot seeking for self-identification and home. Who are these people? What are 
they like? Representative texts: That Summer in Paris, Callaghan; _A 
Moveable Feast, Hemingway; The Beautiful and the Damned, Fitzgerald; 
Soldier's Pay, Faulkner. 

English 413 Southern Gothic: Novelists of the Grotesque. A one-term major course; 
12 offered in spring. A study of the condition of characters who are shut in a 
Abbot world of distortion and isolation. Representative authors: Flannery O'Connor, 
Truman Capote, Carson McCullers, William Faulkner. 

English 414 A one-term major course. Independent Study. Open to 12th graders in any 
12 term by Department permission and upon acceptance of the proposed study 
Abbot by a Department member of the student's choice. 


Middle A Courses 

Middle A 1 
Middle A 2 
Middle A 3 

These are in addition to Abbot's English 30 level courses. May be elected 
by Department permission after completion of the Department's competency 
requirement. Students may elect one, two or three terms, with the remaining 
terms chosen from Abbot 30 offerings. 

Middle Courses. A student who has established competence in reading and 
writing takes three term-contained courses designed to give him the experi- 
ence of reading in depth and to acquaint him with the scope of English 
and American literature. He may begin these courses at any time in which 
he is eligible. He should take them in the order indicated by the A, B, and C. 
A student may take more than one course under each heading. 

Four hours a week. A one-term course. The first course a student takes in the 
middle sequence is one in which he reads in depth a relatively few texts 
taken from the Twentieth Century. The course is intended to develop 
his analytical and critical faculties as well as his appreciation of the possi- 
bilities of a work studied intensively. He may read in prose, poetry or drama. 





Four hours a week. One-term courses. These courses are intended to provide 
for the student an opportunity to read English and American literature of the 
past and thus to gain an idea of the scope of his literary heritage. 

These courses lie within the literature of the period 1660-1890. 

Age of Swift. Reading in Swift and other writers of the Eighteenth Century 

The English Novel. Reading in the novel as it developed in the Eighteenth 
Century to the Nineteenth Century. 

Romantic and Victorian Poetry. A study of the great English Romantic 
poets as their work relates to that of the Victorians. 

Age of Twain. Reading in Twain and other American writers of the post 
Civil War period. 

These courses lie within the literature before 1660. 

Homer and Chaucer. Either T he Iliad or The Odyssey in conjunction with 
The Canterbury Tales. 

Greek and Shakespeare Tragedy. A relatively few Greek tragedies read with 
some of Shakespeare. For example, Oedipus Rex and Hamlet. 

Chaucer and Shakespeare as Comedy. The comic spirit as expressed in the 
writing of the two men. 

English Poetry 1550-1660. Reading in the late Renaissance poetry of such 
men as Jonson, Donne, Herrick, and Marvell. 

These are in addition to Abbot's 400 level courses. Specialized Courses, open 
by Department permission upon completion of the Department's competency 
and literature in depth requirements, are of three kinds: courses which are 
term-contained, designated A; courses which are of two terms, sometimes 
with an option of a third term, designated B; and full year courses, designated 

Fantasy in Literature. Four prepared class periods. The evolution of fantasy 
in literature from its origin in early myths to its prominence in contemporary 

Hamlet, the Man; Hamlet, the Play. Four prepared class periods. The course 
will consist of a close reading of the text, a major paper in which each 
student discusses his interpretation of the play, drill in reading aloud some 
of the great scenes "trippingly on the tongue", and a brief survey of "scholar- 
ly" thought about Hamlet over the last three hundred years. 

Writers in Depth. Four prepared class periods. A study of the work of several 
authors in its entirety, related to biographical and critical material. The 
authors are chosen by the class and by the instructor. This course may be 
taken in separate terms. 

Satire and Comedy. Four prepared class periods. Three separate terms. Stu- 
dents may enter and leave at any term, though a full-year commitment is 
welcome. Fall term: Ancient and Renaissance. From Horace and Juvenal to 
Jonson and Moliere. Winter term: Eighteenth Century. From Dryden and 
Pope to Voltaire and Sterne. Spring term: Nineteenth and Twentieth Cen- 
turies. From Carroll to Steinberg. 

Middle B & Middle C Courses 

Middle B Courses 
Middle B 1 

Middle B 2 

Middle B 3 

Middle B 4 

Middle C Courses 
Middle C 1 

Middle C 2 

Middle C 3 

Middle C 4 


Specialized A 1 
Specialized A 2 

Specialized A 3 

Specialized A 4 


Specialized A 5 

Specialized A 6 

Specialized B 1 

Specialized B 2 

Specialized B3 

Specialized B 4 

Modern Theater. Four prepared class periods. A chronological study of the 
development of drama in Europe beginning with Pirandello (fall), in America 
beginning with O'Neill (winter), and an investigative reading of contemporary 
playwrights in Europe and America (spring). Enrollment in the fall or in the 
winter term (preferably both) is a prerequisite for enrollment in the spring 

American Renaissance. Four prepared class periods. Reading, discussion, 
and comDarison of the major works of five great American authors - Haw- 
thorne, Emerson, Thoreau, and Whitman - as well as a smattering of minor 
authors who also cluster around the date 1850. Partly a study of American 
idealism, with Hawthorne and Melville present for balance, the course will 
also investigate the lives and interrelationships of these authors. 

Age of Chaucer. Four prepared class periods. Two consecutive terms begin- 
ning in the winter. Historical background for and literature of the Age of 
Chaucer, including an elementary history of the development of the language. 
This course would include a reading of Beowulf in translation, and some 
study of Anglo-Saxon, the Danish incursions of England, and the Norman 
Conquest. It would include a study of Chaucer and some of his contempora- 

American Writers of the Twentieth Century. Four prepared class periods. 
Two terms, starting in the fall. The third term is optional or may be taken 
separately. A study of the novel and the drama in America during the period 
1900 to 1939. Representative authors are Wilder, Anderson .Wolfe, Fitz- 
gerald, Cummings, Dos Passos, Steinbeck, Faulkner, Agee, Styron, West. 

Comparative Humanities. Four prepared class periods. Two terms, starting in 
the fall. The third term is optional. This course will investigate certain im- 
portant ways in which literature may be compared to the other major art 
forms: music, painting, photography, film, and sculpture. The fall term will 
focus on similarities in mood, technique, purpose, philosophy, organization, 
and imagination. Two specific pairs will be studied: Hemingway and Mondri- 
an, and Thurber and Klee. Then the short stories of Faulkner will be read in 
relation to several painters and photographers, and the Surrealist and Dada 
painters will be compared to various writers. In the winter and spring, a wide 
variety of analogies and contrasts will be considered, as between written 
drama and performance, between poetry and music, and words and photo- 
graphs. A special emphasis will be placed on the quality of "greatness" in 
various art forms, using specific works of Greek drama, Shakespeare, 
Michelangelo, Picasso, Beethoven, and Mozart. 

Outside the American Dream. Four prepared class periods. Two consecutive 
terms beginning in the fall term. This course is designed for those with a 
special interest in American History and in American literature. The early 
readings in prose, drama, poetry and fiction present various models of the 
American Dream. The later course material consists of statements, now 
quiet, now anguished, by those outside the American Dream. 


Literature and the Movies. Two prepared class periods and one double Specialized B 5 
unprepared period. Two terms, fall and spring. The course examines the 
treatment of a few major themes in literature and in the movies. It attempts 
to define the peculiar relationship of word and image, and traces the evolu- 
tion of the moving image as competitor and counterpart for verbal commu- 
nication. Each student reads works of literature and criticism, and attends 
repeated screenings of films. Assignments are to be completed in written 
form. Students wishing first-hand experience with film are urged to take the 
Art Department course in film making. 

Comedy on the Stage. Four prepared class periods. The course will trace Specialized C 1 
the development of comic theatre from commedia del I 'arte to the present. 
Representative works from four centuries will be read: Second Shepherd's 
Play to The Knack. 

Creative Writing. Four prepared class periods. The course combines creative Specialized C 2 

writing with the study of literature in depth. The reading consists of novels, 

collections of short stories, collections of poems, usually chosen from great 

works of the 19th and 20th centuries. After the fall term, reading is chosen 

by students in collaboration with the teacher. Class periods are devoted to 

workshops in which student writings are discussed and to seminar discussions 

of literary works. Normally the first term is devoted to fiction, the second to 

drama, the third to poetry, though fiction is stressed more than drama and 

categories tend to overlap. An individual can, if there is sufficient cause, 

choose to do an individual project rather than work in an area he finds 


Novel and Drama Seminar. Four prepared class periods. Most of the course Specialized C 3 
"is concerned with the major works of modern literature, principally the 
works of James, Faulkner, Grass, Barth, Nabokov, Borges, O'Neill, Eliot, 
Brecht, Kopit, Williams, Storey and Pinter. The student has the opportunity 
to study the "world" of each writer and to compare it with that of the 
others. In order that he may have a basis of comparison with the writers of 
the past, he also studies The Brothers Karamazov and King Lear. Class 
periods are devoted to seminar discussions, exercised in logic and argument, 
dramatic readings, drama games, and critiques of student analytical and 
creative work. 

Afro-American Literature. Four prepared class periods. An in-depth study Specialized C 4 
of the major ideas and writers. The first two terms will include Toomer, 
Wright, Ellison, Baldwin and others. The third term will be a comparative 
study of White and Black writers working with the same theme in the same 
time period. 

Men are complex beings and their history forms a mesh of interrelated HISTORY 
activities and ideas. Indeed, men are their own history. 

Each history course at Abbot aims to encourage an understanding of the 
variety of men's behavior by looking at the influence of politics, economics, 
art, literature and philosophy, one upon the others. 

An Introduction to English Culture. A year-long major course. Because History 11 
so many American institutions and ideas have their roots in the history of 9-10 
England, some knowledge of English history is helpful to an understanding Abbot 
of the United States. But the study of English history and culture is interest- 
ing and rewarding in itself. Its political and social development sets England 


somewhat apart from the other countries of Europe; small though England! 
is, for part of its history it was a leader among European countries. This 
course will be a general survey of English history and culture, although we 
will concentrate on the reigns of the Tudors, the Stuarts, and of Queen 
Victoria. We will try to gain a sense of the English past by studying not only 
political history but also art, music and literature. As an introductory course, 
there will be some emphasis on the development of the skills of effective 
reading and essay writing. 

History 20 Great Men and Issues. A year-long major course. Great Men and Issues covers 
10 the medieval to early modern period of European history, roughly from 
Abbot the reigns of Charlemagne to Louis XIV. The study of biographies of great 
men shows the impact they had on their times. Particular emphasis is put on 
change and the reasons that bring change about. 

An attempt is made to recreate the climate of former ages by including not 
only the facts of history but also an awareness of the civilization through 
ideas, literature, and art, and the interplay of political and social forces. 

On the whole, the course follows chronology. The Fall term deals with a 
Europe emerging from the Dark Ages, the civilizing role of the Catholic 
Church, its struggle for supremacy, the Crusades, the emerging towns and 
their impact on Society up to the Renaissance. The winter term is devoted 
to the study of the Renaissance with its great artistic achievements, Explora- 
tions, the beginning of national states, the Reformation and Counter-Reform- 
ation. The Spring term studies a Europe divided by religious, dynastic and 
national conflicts leading to the Baroque age stressing authority and obedi- 
ence and the opposition successful in the Puritan Revolution in England. 
The triumph of absolutism under Louis XIV in France concludes the year. 

Patterns in Human History: An Introduction to Anthropology. A year-long History 21 
major course. As a general introduction to the social sciences, the course will 10 
attempt to answer the question "What is culture?" By focusing on the Abbot 
interaction between man and his environment, students will investigate 
various societies, both primitive and complex, ancient and contemporary, 
to determine those patterns of social behavior which make a culture unique 
and at the same time place it within the family of man. 

Fall and winter terms will present a brief introduction to archaelogy and its 
methods, followed by a cross-cultural investigation of various aspects of 
society, such as family, kinship, marriage, religion and magic, economics, law, 
art, etc. 

Spring term will be devoted to an in-depth study of two or three specific 
cultures in terms of the anthropological principles learned in the first two 
terms. Special emphasis will be placed on the American Indian. 

In addition to various anthropology and archaeology texts, reading include 
fiction and biography. 

Open to 9th graders with permission of instructor. 

Modern European History. A year-long major course. The course in modern 
European history is an intensive and conceptual study of western Europe 
from the French revolution in 1789 to the present day. The first term is 
devoted to the study of the nature of revolution; the work of the second term 
is concerned with the development of "isms" - socialism, communism, na- 
tionalism, and imperialism; the work of the third term deals with twentieth 
century Europe. A variety of texts is supplemented by library reading. 

The American Mind: A History of American Life and Thought. A year-long 
major course. By focusing chronologically on the key ideas within each 
major era of American History, the course will attempt to reconstruct the 
"American experience" in terms of those values, attitudes, and beliefs which 
constitute "the American Mind" at any given point in history. The student 
will be asked to find those characteristics which set one era apart from 
another as well as to identify those threads which run throughout the 
American historical process. 

Reading material will be generally divided into three areas: history/biography, 
literature, and art history. 

Fall term will deal primarily with "The Puritan Mind" of the seventeenth 
century and "The Enlightenment Mind" of the eighteenth century. Repre- 
sentative texts: Morgan, The Puritan Dilemma; Hawthorne, The Scarlet 
Letter ; Miller, Sam Adams: Pioneer in Propaganda. 

Winter term will be devoted to the nineteenth century and will deal with 
early Democratic and Transcendental thought, the Sectionalism of the Civil 
War, the mind of Reconstruction and the American Negro, and late nineteenth 
century industrialism. Representative texts: selected writings of Emerson, 
Thoreau, and Whitman, Narrative of the Life of Frederick Douglass, 
Woodward; The Strange Career of Jim Crow, an Horatio Alger novel. 

History 32 
11 -12 

History 401 
11 -12 



Spring term will concentrate primarily on the twentieth century, with em- 
phasis on the novel as a vehicle for social and cultural history. Special 
emphasis will be placed on the Era of Reform and the Twenties. There will 
be opportunity for independent study on topics relating to the twentieth 

History 402 American History. Equality of Opportunity: Ideal or Reality? A year-long 
11-12 major course. This course will be organized around a problem central to United 
Abbot States history: the tension between the ideal of equal opportunity for all citi- 
zens and the realities of American life. Each student will be involved in two 
complementary activities. One is an intellectual exploration of this evolving 
tension; the other is a fieldwork project that puts him or her to work pro- 
viding a broader educational opportunity for poor or linguistically handi- 
capped children in the greater Lawrence area. 

In the fall term, students will study the generation of Americans who drafted 
and ratified the Constitution. What were their cultural values, their economic 
circumstances, their hopes and fears, their political and judicial traditions? 
Then, how were American ideals and Constitutional principles implemented 
during the first decades of the Republic? 

After Thanksgiving, we will focus on the post-Civil War conflicts between 
business and labor, between bureaucracy and the individual, between 
minority cultures and majority norms - conflicts of which the outcomes have 
diminished or strengthened individual opportunity since 1865. What has the 
government done to broaden equal opportunity and to protect personal 
freedom? What are the limits of governmental intervention? This major 
part of the course will be directly informed by students' fieldwork experi- 
ence. For example, in studying industrialization and immigration, we will 
both analyze Lawrence's urban development before the great labor disturb- 
ances of the early 1900's and search out clues for contemporary ethnic and 
political conflict in the lives of Lawrence's new immigrants. Periodicals and 
news articles will supplement primary sources and interpretive materials. 

The final month of the course will ask where we go from here. How can 
schools be made to broaden authentic opportunity? Is radical political and 
economic change necessary - and is it possible without violence? To what 
extent does our foreign policy embody the ideal that "all men are created 
equal"? How shall the United States balance the needs of a billion desperate- 
ly poor "third world" citizens with the needs of its own people and the 
exigencies of modern power politics? What should equality of opportunity 
mean in America and the world? 

History 403 American History. A year-long major course. Fall term: The Puritans and the 
11 - 12 Jacksonians. The English Puritans came to the New World with a sense of 
Abbot mission, that they were directed by God to establish a community founded 
on the true principles of religion to serve as a beacon to the rest of the 
world. Puritanism was modified by frontier conditions but the sense of 
mission remained, to be secularized by the generations of Thomas Jefferson 
and Andrew Jackson. The work of this term will consider in depth the Puri- 
tan settlers, how they adapted to the wilderness and tamed it, what they 
believed in and how those beliefs were changed as the original settlements 
grew and became prosperous. We will trace some of the Puritans' ideas, 


particularly the sense of mission and uniqueness, through the American Revo- 
lution and the writing of the Constitution and into the period of President 
Jackson to see how those ideas affected the establishing of the Republic and 
westward movement. A variety of original sources will be used as well as 
The Puritan Oligarchy by Werten baker, Democracy in America by DeTocque- 
ville and The Jacksonian Persuasion by Meyers. 

Winter term: The Problems of Urbanization. In the second half of the nine- 
teenth century, the United States experienced an industrial explosion, 
welcomed millions of immigrants, many of whom settled in mushrooming 
cities. The country was forced to deal with the problems of an expanding 
economy and an expanding population. Those problems include the ex- 
ploitation of labor and the struggles of labor to defend itself, corruption in 
municipal government, and the attempts of new immigrants to join Ameri- 
can society while retaining a sense of ethnic identity. This semester's work 
will concentrate on these and other aspects of industrialization, urbanization, 
and immigration. 

Spring term: Now, the Twentieth Century. The work of the spring term will 
try to put that of the first two terms together to see what impact Puritanism 
and its modifications and the development of an urban society has on Ameri- 
can culture in the 1930's and 1950's. Does America still implicitly believe 
in its mission, do we still romantically think of ourselves as an agrarian 

May be elected as term contained courses by Phillips seniors who have 
fulfilled their American history requirement- 

History 404 American History. A full-year major course. Fall term: The Revolution and 
11 - 12 the Constitution. This term's work will explore the causes and development 
Abbot of the American Revolution and the struggles for self-government from town 
and state governments to the ratification of the federal Constitution, 

Winter term: American Nationalism, 1783-1865. This will focus on the major 
theme of American political history prior to the Civil War, namely the effort 
to create and preserve a viable nation in the face of competing state and 
sectional interests. 

Spring term: Change and Reform, 1872-1916. This will be a study of reform 
movements and resistance thereto during a time of accelerating transition 
from an agrarian to an urbanized, industrialized society. The rise of big 
business trusts, national labor organizations, governmental regulatory policies 
and Darwinian concepts of progress will be considered as they challenge 
traditional concepts and practices of competitive individualism and free 

History 41 Greek and Roman History. Recommended as a full-year sequence but may 
12 be taken on a term basis. The course is concerned with Greek and Roman 
Phillips history from the Minoan Period to the fall of Rome in 475 A.D. Primary 
emphasis is placed upon the sources of modern cultural and political 
institutions in the Ancient World and upon those problems which the oldest 
democracies had in common with those of our own time. Whenever feasible, 
the reading is drawn from ancient sources in English translations. 

Each term will represent a coherent but independent unit. In the fall term 
the survey will end with the Peloponnesian War (431-404 B.C.). The winter 
term will cover the period from the rise of Macedonia to the Golden Age 
of the Roman Empire. The spring term will be concerned with the trans- 
formation from Republic to Empire, ending with the fall of Rome. 

Texts and reference works: 

General: Bury, A History of Greece; Tenney Frank, A History of Rome; 
Greenidge, A Handbook of Greek Constitutional History ; Grote, History of 
Greece; Zimmern, The Greek Commonwealth; Heitland, The Roman Re- 
public ; Gibbon, The Decline and Fall of the Roman Empire; Syme, The 
Roman Revolution ; Cambridge Ancient History , Vols. I V-VI 1 1 . 

Ancient Sources: (Any standard modern translation may be used except 
those of Rouse) Aeschylus, Aristophanes, Aristotle, Demosthenes, Euripides, 
Herodotus, Homer, Isocrates, Plato, Plutarch, Polybius, Solon, Sophocles, 
Thucydides, Xenophon, Greek Lyric Poets, Caesar, Cato, Cicero, Horace, 
Livy, Sal lust, Suetonius, Tacitus. 


East Asia in Revolution. Recommended as a full-year sequence but may be 
taken on a term basis. Four prepared class periods. "Revolution" has become 
cheap currency; but there is really little else that can appropriately character- 
ize the movement of Chinese and Japanese histories over the past century. 
The course is thought of as a year-long course, but is offered in three term- 
contained units as follows: 




The Traditional East Asian Setting 
The Impact of the West 
The East Asian Response 

To begin to understand the dynamics of contemporary East Asia, an attempt 
must first be made to comprehend the East Asian tradition. For this purpose, 
the first term's work will include readings from E.O. Reischauer and J. 
Fairbank, East Asia The Great Tradition ; CP. Fitzgerald, A Concise History 
of East Asia; H.G. Creel, Chinese Thought from Confucius to Mao Tse-tung; 
E.O. Reischauer, Japan, The Story of a Nation; J. Fairbank, The United 
States and China ; and Allie M. Frazier (ed.), Chinese and Japanese Religions. 
The second and third terms will include readings from Teng and Fairbank, 
Michael and Taylor, Mary C. Wright, O.E. Clubb, H. Borton, R.K. Hall, 
A.D. Barnett, R. North, S. Schram, and E. Snow. 

The course consists of readings (as noted above), lectures, audio-visual 
materials, map exercises, and work projects. In short, the overall effort is to 
introduce American students to Asia through study and critical examination 
of essentially the past century's histories of China and Japan. 

The Discovery of India. A one-term major course; offered in fall. Four pre- 
pared class periods. With apologies to the late Jawaharlal Nehru and his 
daughter, Indira, the title of this course is inspired by his work written in 
Ahmadnagar Fort prison during a five-month internment in 1944. Nehru 
was seeking to discover India for himself as the molder of an Indian nation. 
We, as Englishmen before us, will be attempting in this short course to begin 
discovery of the setting, the motivations, and contemporary problems of an 
alien people who constitute the second largest nation on earth. We will be 
especially concerned with India's demography, thought and religion, 
domination by Moghul and Britain, struggle for independence, and prospects 
for survival. Readings may include Nehru; P. Spear, India; A Modern History 
and India, Pakistan, and the West; F. Smith, The Religions of Man ; Allie M. 
Frazier, Readings in Eastern Religious Thought: and E.H. Erikson, Gandi's 

Modern Europe: An Inquiry into Continuing Issues. Recommended as a 
year-long sequence but may be taken on a term basis. Four prepared class 
periods. The course, while treating with Modern European history, is not 
designed as a standard survey; rather it is an effort to convince students that 
an essential task of the historian is to confront live issues. As suggested in 
Tierney, Kagan, and William's Great Issues in Western Civilization , the issues 
are alive because they come out of the tensions that men have to face in 
every generation - tensions between freedom and authority, between reason 
and faith, between human free will and the impersonal circumstances that 
help to shape our lives. 

History 42 
11 - 12 

History 42-S 
11 -12 

History 43 




Readings: C.V. Wedgwood, The King's Peace: 1637-1641 ; G. Lefebvre, The 
Coming of the French Revolution ; R. R. Palmer, Twelve Who Ruled ; L. 
Kronenberger, Kings and Desperate Men; R.L. Heilbroner, The Worldly 
Philosophers; P. Robertson, Revolutions of 1848: A Social History; B7 
Tuchman, The Proud Tower and the Guns of August. 

The course is divided into the following term-contained units: 

Fall term: Authority and Freedom: English & French Revolutions! 
Winter term: Idealism & Realism: Europe's 19th Century 
Spring term: Peace & War: The Twenty Year's Crisis 

History 44 Modern Russia. A one-term major course; offered in spring. Four prepared 
11 - 12 Class periods. By instructor's permission. After an initial examination of 
Phillips Russia's medieval and early modern background, this course will focus atten- 
tion on the past hundred years of Russian history, with a careful study of the 
revolutionary changes that have transformed that country internally and 
created one of the great powers of the contemporary world. Although the 
general orientation will be chronological, the course will focus on specific 
topics of particular significance: the tension between East and West; the 
revolutionary spirit; Lenin and the Bolshevik Party; the Stalinist totalitarian 
system; Soviet foreign policy; the contemporary Russian mind. Emphasis will 
be placed on political affairs, and especially the Revolution of 1917 and 
after, but considerable attention will also be given to economic, social and 
cultural matters. Reading will be from a wide variety of sources, primary and 
secondary, and will include works of fiction. Visual materials, principally 
films, will also be used. 

History 45 International Relations: The Present Patterns. A one-term major course; 
11 - 12 offered each term. Four prepared class periods. In its essentials the course is 
Phillips limited to the contemporary era of international affairs, a span of years that 
is now more than a quarter of a century old, extending from the World War 
travels of Franklin Roosevelt to the current travels of Richard Nixon. The 
emphasis is upon the international politics of the world's two superpowers, 
the United States and the Soviet Union; how they created the United 
Nations, the Cold War, the many alliances, the nuclear arms race and the 
numerous confrontations between themselves and their respective allies; how, 
too, they prompted the formation of the Third World and repeatedly inter- 
vened in its affairs with financial aid, advice, arms, alignments and troops; 
and finally, some reasons why they continue to perpetuate these massive 
manifestations of their great power. The course does not seek to fix praise 
or blame but rather to discern and comprehend the main lines of this pre- 
dicament and to suggest possible alternatives. Texts purchased by the 
students are available in paperback. Additional reading is assigned in the 
periodic literature of journals, monthly and fortnightly publications and 

History 47 Victorian England: England in an Age of Expansion. A one-term major 
11 - 12 course; offered in fall. Four prepared class periods. The course is devoted 
Phillips to a study of the major movements and changes that challenged the British 
people from 1789 to 1901. It is divided into three periods: a study of the 
background of Victorian politics from the French Revolution to the Re- 
form Bill of 1832, the early Victorians, and the late Victorians. The final 
eight weeks of the course are concerned with the last two periods. Since 


Victorian literature more directly influences the life and thought of the times 
than that of any other period of English history, the course examines closely 
those writers whose works were influential in adapting English minds and 
institutions to changing conditions. 

Radicalism in American History. A one-term major course; offered in winter. 
Four prepared class periods. The course examines American radicalism 
through a biographical approach: the radical tradition, its leaders, their 
goals and methods, their legacy of achievement and failure. The course 
centers on Sam Adams and the American Revolution; Henry David Thoreau 
and civil disobedience; Frederick L. Douglass and slavery and the abolitionist 
movement; Thaddeus Stevens and radical reconstruction; Eugene V. Debs 
and the labor and socialist struggle; William E.B. DuBois and his multiple 
careers as a black protest leader; a brief history of and contemporary essays 
on women's liberation; Martin Luther King, Jr., and the nonviolent direct- 
action movement; and Malcolm X and black liberation. The students study 
how these leaders defined the problems of their times, the new society each 
envisioned, and the means each prescribed to change the world as it is to the 
world as it ought to be. The term concludes with an independent project on 
some phase of contemporary radicalism. The course work consists of reading, 
discussions and short analytical papers. 

Families, Schools and Police: Selected Topics in American Social History. A 
two-term major course; offered fall-winter; winter-spring. Four prepared 
periods. The course examines the origin and development of these three 
basic social institutions in American life from the pre-industrial, colonial 
period up to the twentieth century. Dealing with the family first, students 
examine the extended family and the nuclear family in Western society 
and the developments in family structure and function in America as the 
country changed from an agricultural to a predominantly industrial society. 
Some of the specific topics centering in the family are: theories of child 
nurture; socialization and value acquisition; the relationship of architectural 
style of homes and general technological advance to personal habits and 
sexual mores; the "woman movement" (up to the present Women's Libera- 
tion movement); patterns of illegitimacy, marriage and divorce; the "discov- 
ery" of adolescence. The shift in education away from the family into social 
institutions is examined beginning with colonial grammar schools and trade 
apprenticeships, leading up to the rise of the modern "high" school and its 
relation to collegiate education. Boarding schools are studied, especially for 
their relation to American aspirations and social classification. Finally, the 
origin and development of organized, uniformed police forces is examined as 
an example of the increasingly complex task of maintaining social cohesion, 
order and development. Why were police forces originally begun, and what 
changing roles have the police played in such areas as juvenile justice, racial 
enmity, and political corruption? 

Major political and intellectual events in American history are related to 
these fields of social history. Students conclude their study with creative 
projects on individual research topics. This final project need not be a re- 
search paper; shorter research essays are written during the course. A variety 
of texts is supplemented by library reading, lectures, discussions, and field 

History 48 


History 50 



History 51 Women in Society. Recommended as a full-year sequence but may be 
11 - 12 elected on a term basis. This course will study the role and status of women 
Abbot ' n cultures and societies which have influenced and determined our own. 

Special attention will be paid to women who typify their prescribed roles as 
well as to those who defied or ignored convention. 

Fall term will be devoted to an anthropological approach to primitive societies 
and woman's position in them and will progress to the early Mediterranean 
cultures including those of ancient Egypt, Crete, and the Old Testament 

Winter term will focus on woman's position in the related cultures of Greece 
and Rome; the far reaching effects of the brutal conflict between matriarchal 
and patriarchal societies will receive special attention. The term will end with 
the Medieval Period which was the heir to both classical cultures. 

The spring term will study the important part played by women in modern 
times starting with the Renaissance and its creation of polite society aiming 
at the development of all human faculties. The XVIth century sees women 
as rulers holding their own in the field of politics and subtly influencing the 
culture of their time. The classic age of France creates the salons where men 
and women meet on an equal basis and love of literature and good taste 
obliterate the rigid barriers of rank. 

The XV I Nth century, at least in the upper classes, seems dominated by 
women whose role is vital during the Ancien Regime and the French Revolu- 
tion. With Romanticism comes the struggle for emancipation from pre- 
dominantly male values and the successful rebellion of outstanding women 
against the stifling morality and the double standards of the Victorian Age,' 
predating the present drive for complete equality between the sexes. 

History 52 Utopias: A one-term course; offered in winter term. A course devoted to the 
11 -12 study of Utopias from the Renaissance to modern times. Open to Phillips 
Abbot Academy. The quest for a perfect society changes with the ages and is de- 
termined by them. From the Utopias of Humanism (Sir Thomas More, 
Rabelais, Bacon, Cyrano de Bergerac, Fenelon) we observe the differences 
brought about by Enlightenment ideas (Rousseau, Mercier). Utopian Social- 
ist proposals which try to cope with the Industrial Revolution and technolo- 
gy (Owen, Fourier, St. Simon, Cabet) to modern behaviorist solutions as 
exemplified by Skinner's Walden Two and possibly by Hesse's Magister Ludo. 

Projections of the future which could be classified as Anti-Utopian would 
include Orwell, A. Huxley, and as an early example, Swift. 

Comparison of what was, or is, considered an ideal society provide significant 
insights into the value changes of the last 400 years and the imaginative 
solutions proposed by men always dissatisfied with the imperfections of 

History 53 Black Americans. A one-term major course; offered in winter and in spring. 
11 - 12 Open to Phillips Academy. Recent conferences of American historians have 
Abbot seriously questioned the validity of the "melting pot" definition of society 
so long accepted. It seems important to study one minority group which 
has, although a minority, been central to so much of United States history. 
This course will look specifically at Blacks, their African roots, their 
experiences in slavery, and their post-slavery struggle for equality and 
identification. We will study individuals like Marcus Garvey, James Weldon 
Johnson, and Malcolm X among others and also at groups like the NAACP. 
As much reading as possible will be from original sources. 


The American Presidency, 1913 to Present. A one-term major course; offered 
in fall. This course will be a study of the American presidents from Wilson 
to Nixon, with particular emphasis given to Wilson and Franklin Roosevelt. 
Students will compare the philosophical assumptions, operating styles, 
attitudes, and accomplishments of the various presidents. Because this is a 
presidential election year, we shall pay particular attention to the ways in 
which the president is elected. 

The United States as a World Power, 1931-1970. A one-term course; offered 
in spring. This will be a study of the transition from isolationist neutrality 
to the assumption of world-wide responsibilities by the United States today. 
From Japan's invasion of Manchuria to the Indo-China experience, the 
course will focus on the search for national and international security by 
the United States. 

A one-term minor course. Required of 10th graders at Abbot Academy. 
An elective for 9th graders at Abbot Academy. An elective for 9th and 16th 
graders at Phillips. An open discussion of human scxuaiity. The course 
tries to provide information for the individual about the biological and the 
psychological aspects of sexuality. The course also deals with areas of con- 
cern that are important to society, as well as to the individual. There is 
ample opportunity to discuss the moral implications of this subject. 

A one-term major course; offered each term, as interest dictates. A serious 
examination of the issues and problems posed by a society that is "Sex- 
centric" and sex-rejecting at the same time. The course would begin with a 
study of modern sexual customs in historical perspective. It would then 
move on to examine specific areas of concern: "Sex-ploitation" in advertising 
and the mass media; sex in literature, art, and film; sex and the law; life 
styles - establishment vs. underground vs. third world. Other topics of inter- 
est or concern would be suggested by the participants. Probably major text: 
Human Sexual Behavior and Sex Education: Perspectives and Problems. 

The three humanities courses are designed to increase the breadth and depth 
of personal experience in areas that complement other coursework at Abbot. 
Each course is structured to a certain extent by the interests, abilities, and 
needs of individual students as they emerge in relation to an on-going search 
for perspective on the relation between self, society, and the world beyond. 
Students are expected to take an increasing responsibility for their own views 
and are encouraged to share their perceptions with others in an active and 
open manner. 

Awareness Workshop. A one-term minor course; offered each term. Designed 
to provide 10th graders with methods and terminology for promoting self- 
awareness and awareness of others, this course utilizes the outlooks of 
Freud, Fromm, and Rogers to develop insight into human growth and de- 
velopment. Meetings two times a week with no preparation. 

Creative Response. A full-year major course. A major course devoted to the 
study of creative persons with the aim of increasing the depth and breadth of 
response to our cultural heritage. Emphasis is placed on freeing intuitive 
responses in facing the question, "How do dead works release energy in the 
perceptive audience?" The course is based on the lives and works of E.E. 
Cummings, Isadora Duncan, Anne Frank, Alec Guiness, Billie Holiday, 
Pablo Picasso, and Henry David Thoreau. 

History 54 
11 -12 

History 55 




Human Sexuality I 



Sex in American Culture Today 

11 -12 



Humanities X 



Humanities Y 
11 -12 


Humanities Z Individuals and Society on the Battleground of Education. A one-term ma- 
il — 12 jor; offered each term. A term-contained major course designed to give each 
Abbot student the chance to develop perspective on her own learning processes. 

The first half of the term is structured around Fritz Perls' Gestalt Therapy 
Verbatim, the second half is structured by students in pursuit of their own 
individualized learning. The aim of the course is to provide each student with 
methods and practice in relating to her environment on her own terms. All 
members of the class are equally responsible for what transpires during 
the term. 


Usual Sequence I through V: 

Math I 


Math II 

Math III 
10- 11 - 12 

Math III Alternative 
10- 11 - 12 

Mathematics is presented as a branch of human knowledge, interesting in its 
own right. Mechanical skills and accuracy are desired, but stressed chiefly as 
implements necessary in developing the subject and in work with broad 
basic principles. 

Abbot offers two sequences - the usual four-year sequence preceding the 
calculus, and an accelerated three-year sequence. 

First year algebra. A year-long major course. Elementary algebra through 
radicals and the quadratic formula. Algebraic principles are recognized and 
tested by use of arithmetic. Use is made of sets in working with equations 
and inequalities. 

Plane geometry. A year-long major course. Traditional Euclidean geometry 
with additional modern postulates. Some three-dimensional work is offered. 

Intermediate algebra. A year-long major course. Review of number systems; 
equations and inequalities of the first and second degree; the complex number 
system; exponents, radicals, and logarithms; functions; trigonometric func- 
tions; identities, graphs, and general laws; series; binomial theorem; permuta- 
tions and combinations. 

Intermediate algebra. A year-long major course. This course is specifically 
designed for those students who think they do not like the subject of 
mathematics. It will satisfy the third year of the three-year math require- 
ment but will not be accepted as a prerequisite for upper level courses. It 
would also be available as an elective for those students having completed 
Math III, but not interested in preparing for the calculus. Text: Mathematics: 
A Human Endeavor by Harold R. Jacobs. The following is a comment from 
a student upon completion of a course using the text to be used: "This course 
gave me an ego boost which was long overdue in a math class. All through 
school I have been a mathematical failure. At times you get quite depressed 
when you know no matter what the algebra teacher says, you cannot com- 
prehend it. This math class seemed to bring a purpose and usefulness to 
math, without approaching you like a bunch of idiots. Touching on every 
subject without too much detail was great, just the slight exposure made you 
want to know more about what was going on." 


Elementary functions. A year-long major course. Study of elementary func- 
tions including exponential, logarithmic, and trigonometric. Spring term 
completes the pre-calculus requirement. Some work with analytic geometry, 
sequences, limits, and derivatives will be included. 

Calculus. A year-long major course. First year calculus, differential and inte- 
gral, preparing for calculus AB Advanced Placement Examination. 

A one-term major course; offered each term. Work in the "Basic" language 
and learning to use the computer as a tool in problem solving. During the 
last part of the term work on programs for games. Prerequisite: Math III 

First year algebra. A year-long major course. Elementary algebra through 
radicals and the quadratic formula. Algebraic principles are recognized 
and tested by use of arithmetic. Use is made of sets in working with 
equations and inequalities. 

Accelerated. A year-long major course. For able students wishing to cover 
two years in one. Intermediate algebra is integrated with plane and coordin- 
ate geometry where possible. Other topics from intermediate algebra are 
covered separately. This course is to be followed by lll-IV. If terminal, it 
earns only V-lz credits. 

Accelerated. A year-long major course. Completion of intermediate algebra, 
and careful study of relations and functions, converses and inverses. Loga- 
rithms and trigonometry are included. 

Calculus. A year-long major course. First— year calculus, differential and 
integral, preparing for calculus AB Advanced Placement Examination. 

Math IV 
10-11 -12 

Math V 
11 -12 

11 -12 

Accelerated Sequence I through V: 

Math I 


Math II - III 


Math lll-IV 


Math V 



The Abbot Academy and Phillips Academy modern language departments' 
are fully coordinated with cross-enrollment at all levels of study. The || 
courses listed are taught by members of the two faculties and are open to 
the students at both schools. 

The aim of the modern foreign language program is to teach the students not 
only to read or write the language but to understand and speak it in a manner 
acceptable to native speakers. At the end of the curriculum, the students are 
expected to have acquired a working knowledge of all structures, as well as 
the ability to read, analyze and discuss some important literary works. 

The foreign language is the language of the classroom from the very begin- 
ning. The language laboratory is used to reinforce comprehension and basic 
oral skills, mostly at the elementary and intermediate levels. The methods 
employed parallel as closely as possible the natural order of language learn- 
ing: hear it first, then say what you have heard, next read, and finally write. 

Students who demonstrate unusual aptitude for and interest in the language 
during their first year of study are invited to enter special "X" sections 
which move ahead more rapidly without demanding more time. Those who 
complete the accelerated sequence may meet the diploma requirement 
after seven trimesters and move directly into fourth-year courses. 

Modern language courses are designed in sequence; students are placed at 
the correct level regardless of grade. 

French 10 

French 10-20 
11 - 12 

A year-long major course. Five prepared class periods. First-year French for 
students who have had no previous courses in the language. Students are 
expected to make frequent use of the language laboratory. Listening com- 
prehension and the use of basic patterns of French speech are emphasized. 
Elementary grammatical and idiomatic structures are introduced, as well as 
simple reading material. 

A year-long major course. Five prepared class periods. This is an intensive 
course that covers the work of the first two levels of the normal sequence. 

French 11 A year-long major course. Five prepared class periods. This first-level French 
course is designed to help the student who has had previous instruction in the 
language, but whose knowledge and skills are not secure enough to enter a 
second-level section. The course emphasizes the development of aural-oral 
skills and prepares for French 21 the following year. 

French 12X A year-long major course. Five prepared class periods. At the end of the first 
trimester in French 10 or French 11, especially competent students will be 
invited to enter this accelerated course for the second and third trimesters. 
On completing it successfully, they will be eligible for French 22X the 
following year. 


A year-long major course. Five prepared class periods. For students who have French 20 
completed French 10. While continuing to develop the audio-lingual skills, 
the aim of this course is to teach reading and the ability to understand non- 
technical French prose without recourse to translation. 

A year-long major course. Five prepared class periods. For students who have French 21 
completed French 11 and for new students who qualify through teacher 
recommendation or placement examination. The aim of the course is similar 
to that of French 20 and the same basic texts are used. 

A year-long major course. Five prepared class periods. An accelerated course French 22X 
open to students who have completed French 12X and to properly qualified 
new students. Successful completion of this course permits students to 
enroll in courses at the fourth level the following year. Texts and reading 
materials are basically those of French 20 and French 31. 

A year-long major course. Four prepared class periods. This course is designed French 30 
for students who do not plan to continue the study of French beyond the 
third level, and is open to those who have completed second-level courses 
and to new students who qualify through teacher recommendation or by 
placement examination. The basic content of the course is similar to that of 
French 31 with less emphasis on formal grammar and composition. 

A year-long major course. Four prepared class periods. For students who French 31 

have completed French 10-20, French 20 or French 21 and for new students 

who qualify through teacher recommendation or placement examination. 

Continuing to develop the skills of listening comprehension, speaking and 

reading, this course also stresses writing and an introduction to reading for 

critical analysis. The study of basic French grammar is completed at this 

level. Texts may include: Barson, La Grammaire a I'oeuvre; Pagnol, Topaze; 

Aveline, La Double Mort de Frederic Belot; Gide, Symphonie pastorale; 

Sartre, Les Jeux sont faits; Moliere, L'Ecole des femmes. 

Recommended as a year-long sequence, but may be taken on a term basis. French 40 
Four prepared class periods. This course consists of three term-contained 
units. It may include: Readings in 17th and 18th Century Literature (Fall), 
Conversation and Composition (Winter), and Readings in 19th and 20th 
Century Literature (Spring). The choice of texts in each trimester will be 
determined by the class and the instructor. Completion of the three units 
will gain a fourth-level credit. Single units may be elected as term-contained 
major courses. 

Literature. A year-long major course. Four prepared class periods. The first French 42AP 

year of a two-year sequence leading to the Advanced Placement Examination 

in French Literature, open to students from French 22X and French 31 who 

have the approval of their instructor and to properly qualified new students. 

It is a transition from the study of language to the study of literature. 

Emphasis is placed on vocabulary building, written work, and close analysis 

of major literary works. Texts include: Camus, L'Etranger; Voltaire, Candide; 
Moliere, Le Bourgeois Gentilhomme; Balzac, Le Pere Goriot; and Flaubert, 
Un Coeur simple. 


French 43 Civilization. Three term units offered in sequence; may be taken as year-long 
or on a term basis. Four prepared class periods. Open to well-qualified 
senior-mids and seniors who have completed French 31 and to new students 
with departmental approval. Students who elect this course should be 
interested in France's cultural achievements, influence, and contemporary 
life. The course is a combination of lectures by instructors, class discussions, 
slide and film presentations, students' oral reports, and written themes on a 
wide variety of topics. It is complemented occasionally by the reading of short 
literary and historical selections illustrating cultural and artistic developments. 
Areas of study include history, geography, economics, French youth, and 
the role of women in French society; also a brief survey of the civilization of 
Quebec, Belgium, Switzerland, and the French-speaking countries of Africa. 
The Paris weeklies L'Express and P aris-Match will be read and used extensive- 
ly by students in the third trimester. The course is taught jointly by several 
members of the department. Each unit of the course may be elected as a 
term-contained major. 

French 50 Recommended as a year-long sequence but may be taken on a term basis. 

Four prepared class periods. Open to students who have completed the fourth 
level but do not wish Advanced Placement. The course consists of three 
term-contained units. The choice of texts will be determined by the class 
and the instructor and will run the gamut from French comic books to 
the Theatre de I'absurde. It will be taught principally through seminar 
discussions and conversations with occasional oral readings and composition. 

French 51AP Language. A year-long major course. Five prepared class periods. A course 
designed to meet the requirements of the new Advanced Placement Examina- 
tion in French language. Open by invitation to students who have completed 
French 40 or French 43 and to qualified new students. Emphasis will be 
placed on conversation, composition, and reading, not only in literature, but 
in current newspapers and periodicals. 

French 52AP Literature. A year-long major course. Five prepared class periods. The 
second year of a two-year sequence, open to students who have completed 
French 42AP and to others who are properly qualified, with departmental 
permission. This course is an introduction to French literature and prepares 
for the Advanced Placement literature examination through the close reading 
of representative texts including: Corneille, Le Cid; Moliere, Le Tartuffe; 
Racine, Phedre; Stendhal, Le Rouge et le Noir; Hugo, Les Contemplations; 
Baudelaire, Les Fleurs du mal; Sartre, Huis clo s; Gide, Les Caves du Vatican; 
Beckett, En attendant Godot. 

French 60 Contemporary French Literature. Three term units offered in sequence; 

may be taken as year-long or on a term basis. Four prepared class periods. 
Open to students who have completed the fifth level and to other well- 
qualified students with departmental approval. This course will consist of 
three term-contained units covering: The Pre-War Novel, Drama, and the 
Post-War Novel, respectively. Authors studied may include: France, Barres, 
Proust, Gide, Celine, Bernanos, Malraux, Mauriac, Aragon, Saint-Exupery, 
Giono, Montherlant, Anouilh, Giraudoux, Ayme, Camus, Sartre, and Robbe- 
Grillet. French 60 will not be a literary history course. Emphasis will be on 
particular writers and what they add to our understanding of the human 
condition in our times. Each unit of the course may be elected as a term- 
contained -major. 


German 10 

German 10-20 
11 -12 

German 20 

The German Department offers a six-year course with the purpose of develop- GERMAN 
ing the ability to understand spoken German, facility in speaking, reading 
fluency, and the ability to write German correctly. The more advanced 
courses also give an introduction to German literature since the eighteenth 
century and/or a survey of German history. 

German is used as the classroom language. Extensive use is made of the 
Language Laboratory. 

The Department offers an accelerated course for students who show unusual 
ability in German 10. After completion of German 21X, these students enter 
German 40 and receive four units of credit after three years of study. 

A year-long major course. Five prepared class periods. The beginning course 
seeks to develop aural comprehension and oral expression. The basic patterns 
of the language are practiced by repetition and variation. Text: Schulz- 
Griesbach, Deutsche Sprachlehre fur Amerikaner. 

A year-long major course. Five prepared class periods. For qualified older 
students who wish to complete in one year the material covered in German 
10 and 20. It follows approximately the. outline of these two courses. 

A year-long major course. Five prepared class periods. The systematic study 
of basic patterns is continued with Schulz-Griesbach, Deutsche Sprachlehre 
fur Amerikaner. Both close and comprehensive reading of modern German 
prose is practiced extensively. Elementary writing is introduced at this level, 
mostly in the form of summaries of the reading material. Some of the books 
read include Kessler, Kurze Geschichten; Schnitzler, Per blinde Geronimo; 
Purrenmatt, Per Richter and sein Henker; Remarque, Drer Kameraden. 

A year-long major course. Five prepared class periods. An accelerated course German 21X 
for qualified students, covering material of both German 20 and German 30. 
Successful completion enables a student to enter German 40. 

A year-long major course. Four prepared class periods. Throughout the year German 30 

grammar and writing is reviewed in Sparks & Vail, German in Review. Some 

of the books read include Brecht, Per Aufstieg und Fall der Stadt Mahagonny; 

Haberl, Im Stil unserer Zeit; Aichinger, Per Gefesselte und andere Kurzge- 

schichten. Emphasis is placed on reading, comprehension, vocabulary 

building, and written work. 

Three term units offered in sequence; may be taken as a year-long major German 40 

or on a term basis. Five prepared class periods. Introduction to German 

literature. This course prepares for the Advanced Placement Examination. 

Through detailed stylistic analysis of a number of outstanding works, the 

students gain an acquaintance with some of the major authors and most 

significant trends in German literature since 1750. The works read include 

Brecht, Per kaukasische Kreidekreis; Buchner, Woyzeck; Purrenmatt, Pie 

Physiker; Hauptmann, Bahnwarter Thiel; Hesse, Siddharta; Kafka, Pie 

Verwandlung; Mann, Tonio Kroger; and selected poems from Goethe to the 


Three term units offered in sequence; may be taken as a year-long major or German 50 
on a term basis. Four prepared class periods. Contents vary according to the 
needs and interests of the students. 


German 60 

Senior Project 

Italian 10 - 20 

Three term units offered in sequence; may be taken as a year-long major or 
on a term basis. Four prepared class periods. Contents vary according to the 
needs and interests of the students. 

Under the guidance of a member of the German Department, a senior has the 
opportunity to do special work in German. It might include supervised teach- 
ing of an elementary class or work of his or her own choice in a special field. 

A year-long major course. Five prepared class periods. A terminal course 
for seniors, its aim is to cover the fundamentals of Italian grammar and to 
develop reading and speaking skills. Italian gradually replaces English in the 
classroom. Texts: Speroni & Golino, Basic Italian; Speroni & Golino, 
Panorama Italiano; Machiavelli, La Mandragola; Moravia, Racconti. 


Russian 10 

Russian 10 - 20 
11 - 12 

Russian 20 

Russian 30 

Russian 40 

Russian Literature in English 

The courses in Russian develop skill in speaking, aural comprehension, 
reading and writing. The structure of the language is explained systematically. 

A year-long major course. Five prepared class periods. An elementary course 
in speaking, reading and writing Russian. Texts: A— LM Russian Level One, 
Second edition (Harcourt); Dawson, Modern Russian I (Harcourt); Graded 
Russian Readers (Heath); Coordinated drill in the language laboratory. 

A year-long major course. Five prepared class periods. An accelerated intro- 
ductory course, presenting the principal features of Russian in one year, with 
intensive practice in speaking, reading, and writing. Texts: von Gronicka, 
Essentials of Russian, Fourth edition (Prentice-Hall) ; Graded Russian Readers 
(Heath). Coordinated drill in the language laboratory. 

A year-long major course. Five prepared class periods. Completion of the 
elementary course, with continued emphasis on active use. Texts: A— LM 
Russian Level Two , second edition (Harcourt); Dawson, Modern Russian II 
(Harcourt) ; Graded Russian Readers (Heath). 

A year-long major course. Four prepared class periods. Reading, conversation, 
and writing, based on a variety of authors. The texts include A— LM Russian 
Level Three (Harcourt), and Ballad of a Soldier, Scenario (Harcourt). 

Three term units offered in sequence; may be taken as a year-long major 
course or by the term. Four prepared class periods. Advanced reading, 
conversation, and composition. Texts: A— LM Russian Level Four (Harcourt). 
and selected literary editions. 

A one-term major; offered in fall. Four prepared class periods. The themes 
of romanticism, realism, the "superfluous person", Slavophilism, Western- 
ism, nihilism, perfectionism, and humanism will be examined in the works of 
Pushkin, Lermontov, Gogol, Turgenev, Goncharov, Ostrovsky, Dostoyevsky, 
Tolstoy, Chekhov, and Gorky, both as styles of literary expression and as 
stimuli of Russia's social and political development. 


A one-term major course; offered in winter. Four prepared class periods. 
A study of the conflict of individual freedom and social purpose in Russia 
since the Revolution, based on selected translations. Socialist realism, satire, 
divided personality, and dissent will be examined against the Soviet political 
and economic background, and in the perspective of Russian literary 

(History 44, offered in spring term, fills out a Russian studies year-long 
sequence, with the preceding two courses.) 

Soviet Literature in English 

A year-long major course. The beginning course employs the structural 
approach to the language. All basic structures, through the present sub- 
junctive, are learned at this level. The study of Hispanic cultures is inte- 
grated with the learning of patterns of speech. Vocabulary building is 
reinforced by daily conversation drills. Laboratory work assigned to meet 
the needs of the individual student. 

A year-long major course. Open only to qualified seniors who wish to 
complete in one year the material covered in Spanish 10 and 20. 

A year-long major course. Five prepared class periods. The course stresses 
the understanding of written and spoken Spanish, as well as some ability 
in speaking the language. The material covered will be the indicative mood, 
an introduction to the subjunctive mood, vocabulary and idiomatic material. 
It is open for new students who have taken the placement examination and 
have fallen short of qualifying for the second year of Spanish. Upon a 
demonstration of a fine grasp of the language at the end of the school year, 
the student will be invited to an accelerated second year course (Spanish 25). 
After completion of Spanish 25 the student will be able to pursue the study 
of Spanish at the fourth year level. 

A year-long major course. Thorough review of basic patterns, and intensive 
study of advanced grammatical structures. Reading exercises designed to 
increase the student's understanding of the cultures of Spanish-speaking 
people. Controlled exercises in self-expression, both oral and written. 
Laboratory work assigned to meet the needs of the individual student. 

A year-long major course. By permission only. Open to students who have 
completed Spanish 10 with honors. It covers the equivalent of the materials 
of Spanish 20 and 30. Successful completion enables a student to enter 
Spanish 40. 

A year-long major course. Drill in the use of idioms and advanced gramma- 
tical constructions. Reading speed and comprehension increased through 
selected readings, with content discussed in Spanish. Creative writing, and 
elementary studies in literary criticism, including poetry, theater, and the 

Spanish 10 

Spanish 10-20 

Spanish 15 

Spanish 20 

Spanish 25 

Spanish 30 


Spanish 31 Programmed Self-Expression. A two-term or three-term major; fall term is a 
prerequisite for either winter or spring. This course is designed for students 
who wish to improve their skills in listening, speaking, reading and writing. 
Basic material will be selected from newspapers, short stories, satirical 
essays, news broadcasts, slides and filmstrips. Each student will be expected 
to participate actively in the daily conversation exercises, and to write one 
composition each week. Special needs of students who plan to work in a 
Spanish-speaking community or travel to a Spanish-speaking country can be 
considered. Class limited to twelve students. 

Spanish 40 
Spanish 45 

Spanish 50 

Spanish 60 

Elements of Music 

Introduction to Music 
11 - 12 

A year-long major course. An introduction to Hispanic literature, including 
works of writers from the twelfth century to the present. Study of the 
principal literary movements, and of the specifics of certain styles. 

A year-long major course. Study in depth of representative authors of the 
nineteenth and twentieth centuries: Unamuno, Gallegos, Dario, Lorca, 
Galdos. Guided study of additional works chosen by the student and read 
outside of classes. 

A year-long major course. Study in depth of AP authors whose works 
were not read in Spanish 41: Azuela, Borges, and several others chosen from 
the AP list of secondary authors. 

By arrangement for qualified students. 

The appeal of music is universal. It is also diverse, depending on whether 
one is listener, performer, or composer, and on one's level of proficiency and 
degree of exposure to various styles of music. Thus a variety of courses and 
activities is offered at a variety of levels. We seek to develop a girl's musical 
tastes, skills, and knowledge in ways that involve her mind, her body, and 
her feelings, always through the best music possible. ALL MUSIC CLASSES 
Music activities include the Fidelio Society, the Joint A Cappella Choir 
(select singers from both Abbot and Phillips), the Phillips Academy Band 
and Orchestra, various chamber groups at both academies, and informal, 
student-run singing groups. Abbot also sponsors concert trips to Boston 
and guest concerts on campus. Last year more than 25 girls attended the 
Boston Symphony Spectrum Series, and guest artists included the Belgian 
violinist, Pierre d'Archambeau, and a jazz ensemble from the Berklee 
College of Music. 

A one-term major course; offered each term. A term-contained course open 
to Preps and Juniors. No prerequisite. The course is well described by the 
title of its text: Aaron Copland's W hat to Listen for in Music. The approach 
is to isolate music's elements (melody, rhythm, harmony, tone color, as well 
as texture and form) in developing one's emotional and intellectual under- 
standing of music. 

A year-long minor course. Two prepared class periods. The purpose of the 
course is to help students gain understanding and enjoyment of various forms 
of music. It presents aspects of the development of musical thought, 
baroque, romantic, classical and modern schools, including jazz. The subject 
matter is illustrated with recordings and live demonstrations. 


A year-long minor course. Two prepared class periods. The course equips the 
student with a knowledge of basic harmonic structure, and enables him to 
harmonize a melodic line in traditional four-part fashion. An ability to read 
music is a prerequisite for the course. 

Elements of Music. A one-term major; offered in fall. Four prepared class 
periods. For the non-player who wishes to learn the vocabulary of music. 
The course deals with staffs, clefs, notes, rests, modes, scales, keys, chords, 
as well as solfeggio and ear training. It includes the study of instruments and 
learning to play the recorder. The course is intended to develop and to apply 
the skills of reading music. 

Elementary Harmony. A one-term major; offered in winter. Four prepared 
class periods. The course deals with harmonic progression, with triads in 
root position, first and second inversions, cadences, figured bass, non- 
harmonic tones, and all other material up to and including dominant sevenths 
and secondary dominants and their inversions. A prerequisite is Theory A or 
its equivalent. 

Advanced Harmony. A one-term major; offered in spring. Four prepared 
class periods. The course includes the 9th, 11th and 13th chords, non- 
dominant sevenths, augmented and Neapolitan 6ths, other altered chords and 
contemporary materials. A prerequisite is Theory B. 

Recommended as a year-long sequence but may be taken on a term basis. Fall 
term is a prerequisite for either winter or spring. Open to senior-mids and 
seniors who have taken Theory ABC, Harmony, or the equivalent and who 
have the consent of the instructor. All terms will combine written work, 
keyboard work, and analysis of pieces by known composers. The course 
can be tailored to the students following this general outline. 

Advanced Theory A. Fall term. Advanced harmony, including inversions, 
modulations, additions to and alterations of basic triads, as well as emphasis 
on good voice leading, etc. 

Advanced Theory B. Winter term. Basic counterpoint, including two and 
three voice writing essentially in 16th century, or Palestrina, style. 

Advanced Theory C. Spring term. Modern counterpoint, emphasizing two, 
three and four voice writing essentially in 18th century, or Bach, style. 

A series of term-contained major courses. May be taken as year-long or on a 
term basis. No prerequisite. Listening to major pieces of music will be 
combined with written and reading assignments on biographical and historical 

A — Baroque Era. (about 1600-1750); fall term. Emphasis on the music and 
lives of Monteverdi, Bach and Handel - their madrigals, cantatas, operas, 
concertos, etc. Also the major historical and artistic trends will be studied, 
especially Louis XIV and court life at Versailles. 

B — Classic Era. (about 1740-1820); winter term. Emphasis on the music and 
lives of Haydn, Mozart, and Beethoven and the musical forms in which they 
wrote. Also the major persons and events of the Enlightenment and the Age 
of Revolution will be studied. 

11 - 12 

Theory of Music A 
11 - 12 

Theory of Music B 
11 -12 

Theory of Music C 
11 - 12 

Advanced Theory of Music 



Music Eras 
11 -12 


Great Choral Music 
11 -12 

Great Symphonic Music 


11 - 12 

Private Instrumental & Vocal Lessons 
Abbot and Phillips 

Beginning Instrumental Classes 

C — Romantic Era. (about 1820-1900); spring term. Emphasis on some of 
the major composers of the period and the types of pieces they composed, 
including Beethoven's late symphonies, Schubert's songs, Brahms' choral 
music, Verdi and Wagner's operas, and Chopin's piano music. Literary ro- 
manticism and historical events of the 19th century will also be studied. 

A one-term major course; offered in spring. Four prepared class periods. 
A study of great choral masterpieces throughout the history of music. 
Masses and motets of Palestrina, Handel's "Messiah" and cantatas of J. S. 
Bach will represent the Baroque. Haydn's "Lord Nelson Mass" and the 
Mozart "Requiem" will be among the classical works studied. Schubert's 
"Mass in G" and the Faure "Requiem" will be among the romantic 
offerings. Works by Benjamin Britten, Randall Thompson and Alan Hov- 
hannes will represent the contemporary picture. Whenever possible, choral 
scores will be used in the study of these works, through recordings. No 

A one-term major course; offered in winter. Four prepared class periods. 
The symphony is one of the most impressive forms of instrumental music. 
The course is a survey of the literature of the symphonies from 1750 to the 
present. It includes the reading and understanding of the sonata form and 
the scores of the masters. Tapes and recordings are used for class demonstra- 

A one-term major course; offered in spring. Four prepared class periods. A 
study of the history of classic jazz, dating back to its roots in Africa, its 
development in New Orleans, its spreading to New York and Chicago, and 
its influence on music today. A survey of ragtime, blues, Dixieland, fox-trot, 
on through the big band era of the thirties, concluding with the jazz rock of 
today. A study of the influence and contributions of the major personalities 
of jazz such as W. C. Handy, Jelly Roll Morton, Armstrong, Basie, Whiteman, 
Gershwin and the rest of the greats. 

Weekly instruction in keyboard, orchestral and band instruments, in classical 
guitar, and in voice, is available. With the approval of the instructor, one 
half credit may be earned at the end of a full year of lessons. Candidates for 
lessons should expect to be interviewed by their prospective teachers before 
a binding agreement is made. The fee for one 45-minute lesson per week is 
$300 per year for piano and organ; it is $240 for all other lessons. These 
fees will be billed in three installments of equal amounts and must be paid 
prior to the start of lessons in September (fall term), November (winter 
term), and March (spring term). Because of the school's commitment to the 
music instructors, a student will be liable for the instructor's fee for the 
entire term once lessons have started, and no refund will be made for lessons 
missed during the term. 

A one-term major. Each section of instruments will meet three times a 
week, with the other three days used for individual practice. Each type of 
instrument will be taught in one class only, and there will be no mixing of 
instruments. This is only a one-term course and each class will be repeated 
each term. It will then be possible to progress to individual private instruction. 


A year-long minor course. Two prepared class periods. A three-phase elective 
for seniors. The first and second terms offer a thorough study of all orchestra! 
instruments and the arranging of music for separate instrumental choirs, 
gradually increasing into full orchestrating. In the third term the student 
learns the techniques and patterns of conducting, and the reading and 
analysis of orchestral scores. Students use recordings, and may have the 
opportunity to conduct the school Orchestra, Band or Chorus. Some knowl- 
edge of harmony and the ability to read music are prerequisites. 

A one-term major course; offered each term. Two prepared double class 
periods. Offered in the fall, winter and spring terms. For seniors only. A 
course in the psychology of interpersonal behavior. The classroom is used as 
a laboratory in which the student can observe how personality is expressed 
in human behavior. While actively participating in the interpersonal rela- 
tionships that naturally develop in small groups, the student is able to 
observe directly how people behave in forming group relationships, how 
leaders develop and how the attitudes of each individual affect the achieve- 
ment of the goals of the qroup. 

Texts include: Challenges of Humanistic Psychology, James Bugental (ed); 
Identity: Youth and Crisis, Erik H. Erikson; The Myth of the Birth of the 
Hero , Otto Rank; Experiencing Youth, Goethals and Klos; The Quest for 
Identity, Allen Wheelis; and others. 

The courses in religion are intended to introduce students to some of the 
fundamental religious questions arising out of human experience and to 
help them gain some knowledge and understanding of a variety of perspec- 
tives and practices in which different religions have sought to answer such 

Courses at all levels attempt to develop and combine a capacity for critical 
analysis and a sensitive appreciation of various beliefs and values. They further 
seek to point to the possibility and the significance of relating religious 
experience and insight to the problems of everyday living. The source 
materials are therefore drawn from secular writing and art forms as well as 
the forms of expression traditionally viewed as sacred. 

All courses are elective and all are open to Phillips Academy as well as 
Abbot Academy students. Courses will be given at Phillips Academy. 

Orchestration and Conducting 

Biblical Literature & Theology 
Modern Religions & Ethical Thought 
Philosophy & Religion 

Religion 20,41,42 

Religion 33,40A,40B,45,47,48,49 

Religion 40C.43.46 


Human Relations Seminar 



Emphasis in Biblical Religion. A two-term major course. Offered fall-winter 
and winter-spring. The course explores the idea and the reality of the Coven- 
ant Community, both in Old and New Testament developments and settings 
and in contemporary religion; and the related idea and reality of the Prophet 
and Prophetic Religion both Biblical and contemporary. While the Bible and 
Biblical religion are given central attention, other religious expressions are 
also considered. Readings for the course include substantial portions of the 
Bible and selections from such texts as The Religions of Man, Huston 
Smith; Siddhartha, Herman Hesse; Come Sweet Death, B. D. Napier; Exodus, 
Leon Uris; The Chosen, Chaim Potok; The Autobiography of Malcolm X; 
The Trial of the Catonsville Nine, Daniel Berrigan; Why We Can't Wait, 
Martin Luther King; Barabbas, Lagerkirst.. 

Religion 20 




Religion 33 The Voice of Prophecy. A one-term major course; offered in spring. Four! 
11 prepared class periods per week. This course will be taught with the coopera-| 
Phillips tion of the History Department. It is a study concerned with the prophetic 
voice rising out of the classical prophets of the eighth century: Amos, 
Hosea, Micah and Isaiah. The contemporary study will concern itself 
with the modern prophetic voice as heard through the words of Martin 
Luther King, Malcolm X, James Baldwin, the Berrigan Brothers and Ralph 

Religion 40A Religion and the Human Situation: World Religions. A one-term major 
11 - 12 course; offered in fall. Four prepared class periods per week. A look at the 
Phillips variety of religious experience as expressed in some of the living religions 
of the world. The course includes the use of primary source material from 
various world religions, films, examples of religious art; as well as reading 
from such secondary texts as Man's Religions, John B. Noss and The Religions 
of Man, Huston Smith. 

Religion 40B Religion and the Human Situation: The Nature of Man. A one-term major 
11 —12 course; offered in winter. Four prepared class periods per week. A look at 
Phillips the nature of man, with special emphasis on a discussion of problems of 
identity, evil, community, as expressed in some contemporary literature. 
The course uses such texts as Death of a Salesman, Arthur Miller; All the 
King's Men, Robert Penn Warren; Cry, the Beloved Country, Alan Paton; 
Darkness at Noon, Arthur Koestier; J. B., Archibald MacLeash; The Stranger, 
The Plague, The Fall, Albert Camus;' The Power and the Glory, Graham 

Religion 40C Religion and the Human Situation: Contemporary Christian Theological 
11-12 Expression. A one-term major course; offered in spring. Four prepared 
Phillips c ' ass periods per week. A look at the way Christianity tries to understand 
and illumine the human situation as seen in the work of some contemporary 
interpreters. Representative texts: Honest to God, John A. T. Robinson; 
The New Essence of Christianity, William Hamilton; Living in the Now, 
Frederic Wood; Situation Ethics, Joseph Fletcher; The Secular City, Harvey 

Religion 41 The Old Testament. A one-term major course; offered each term. A trimester 
11 - 12 course, four prepared class periods per week. An introductory study of the 
Phillips Old Testament for those who feel they should be, but who are not, knowl- 
edgeable about the Old Testament. Basically a Bible course with readings in 
Understanding the Old Testament, Anderson and The Chosen, Chaim Potok. 

Religion 42 The New Testament. A one-term major course; offered in fall and spring. 
11-12 A trimester course, four prepared class periods per week. An introductory 
Phillips study of the Gospels of Matthew, Mark, Luke and John, the Letters of Paul 
and the Book of Revelation. The readings will be basically in the Bible 

Religion 43 African Religion and Philosophy. A one-term major course; offered in winter. 
10-11-12 Four prepared class periods per week. This course is an introduction to 
Phillips some of the important aspects of African life. African man lives in a religious 
universe. The world and practically all of his activities in it are seen and 
experienced through religious understanding and meaning. The course seeks 
to interpret that experience. Readings will include Religion in Africa, Geoffrey 
Parrinder-; African Concept of God, John Mbiti; From the Primitives to 
Zen, Marcea Eliade. 


Ethics, Religion and Contemporary Society. A one-term major course; 
offered each term. Four prepared class periods per week. The course will 
deal with the social and individual issues which concern youth today. Ex- 
amples of areas considered are war, race, education, sexuality and drugs. 
Readings may include: Black Theology and Black Power, Cone; The Drug 
Dilemma, Cohen; The Art of Loving, Fromm. 

Existentialism and Philosophy. A one-term major course; offered in fall and 
winter. Four prepared class periods per week. A lecture and discussion 
course concerned with human values. Readings and discussions deal with the 
Existential positions and lectures deal with a survey of Greek philosophical 
thinking. There are selective readings in philosophy, fiction, drama, poetry, 
and religion. Authors will include Sartre, Camus, Kafka, Greene, and Kierke- 

Ways of Looking at the World: Religion, Philosophy and a Modern World 
View. A one-term major course; offered in fall and spring. Four prepared 
class periods per week. The course will examine the medieval "world-view" 
and some of the controlling ideas that expressed it; consider the develop- 
ment of a modern "world-view" growing out of and informing the rise of 
modern science, and the consequences for religion, ethics, and philosophy 
of that development; and try to relate this to present problems in religion 
and morals. The principal text will be Religion and the Modern Mind , W. T. 

The Spiritual Crisis and the Young. A one-term major course; offered in 
fall; Four prepared class periods per week. Our social predicament can be 
briefly stated: we are in danger of self-annihilation. We possess the means 
or soon will possess them, of exterminating human society. This. course will 
explore some of the possible means of averting calamity. Reading will 
include The Sane Society, Eric Fromm; The Zoo Story, Edward Albee; and 

Latin America: Revolution and the Church. A one-term major course; offered 
in spring. Four prepared class periods a week. This course will analyze the 
role that the Church is playing and has played in the revolutionary processes 
of the Third World. This course will be taught with the cooperation of the 
Spanish Department. The works of the .following authors will be read: 
Franz Fanan, Paolo Freire, Ivan lllich, Camilo Torres and the Golgota 

The study of science seeks a goal beyond the obvious objectives of acquiring 
a new body of facts and developing a degree of proficiency in laboratory 
skills. We hope for a growth of certain habits of mind — a curiosity, a 
capacity for critical analysis, and the ability to make logical and accurate use 
of information to derive useful concepts and generalizations. We strive for a 
growth of certain attitudes and values — a confidence in self, independence 
of thought, the willingness to risk evaluation and criticism, and a tolerance 
of other points of view. 

A year-long major course. This course gives students a beginning knowledge 
of physical science and an insight into means by which scientific knowledge 
is acquired. Students explore the nature of matter in its solid, liquid, and 
gaseous forms. A study of quantitative measurements, characteristic proper- 
ties, and methods of separation culminates in an independent laboratory 
"test" or project wherein students attempt separation and qualitative analysis 

Religion 45 
11 - 12 

Religion 46 



Religion 47 
11 -12 

Religion 48 
11 -12 

Religion 49 
11 -12 


Introductory Physical Science (IPS) 



of an unknown mixture of solids and liquids. Further studies through com-, 
pounds, elements and radioactivity lead to the atomic concept of matter. 
The course is almost entirely conducted in the laboratory. Many experiments 
are quantitative in nature and require careful recording of data, drawing of 
graphs, and calculations of results. 

Science 11 A two-term major; offered fall-winter; fall-spring; winter-spring. Four hours 
9-10 per week. An introduction to physical science on a more advanced level 
Phillips than IPS. The course includes many of the basic concepts of chemistry and 

Science 12 Earth Science. A one-term major; offered in winter. Four hours per week. An 
g_10 elementary course in earth science with emphasis on geology. 


Science 13 Introduction to Astronomy. A one-term major; offered in fall and spring. 
9-10 Four hours per week. An introduction to astronomy, meteorology and map 
Phillips reading. 

Science 14 Introduction to History of Science. A one-term major; offered in winter. 
9-10 Four hours per week. An introduction to the history of science done through 
Phillips reading biographies of a number of men such as Newton, Pasteur, Thompson, 
Lavoisier, Rutherford, and others as time permits. The work of these men 
will be discussed in context with the historical development of science. 

Science 15 Oceanography. A one-term major; offered in fall. Three prepared class 
9-10 periods and one unprepared double laboratory period. The course is team 
Phillips taught and deals with the biological, chemical, geological and physical aspects 
of ocean environments. Two field trips are conducted to localities along 
the eastern shore and require a Sunday each. There is also a required trip to 
Boston Aquarium on a Wednesday afternoon. Laboratory work is designed 
to compliment class discussion and is partly based upon samples collected 
during field trips. 

Biology I (BSCS — Yellow Version). A year-long major course. This course endeavors 
10-11 -12 to impart an understanding of scientific methods and reasoning by way of 
Abbot f i rst hand experience. Students learn modern biological theories through a 
combination of laboratory experiments, classroom discussions, and field 
observations. Open to ninth graders who have had IPS. Prepares for CEEB 

Biology 30 

(with Department permission) 

A year-long major course. Four prepared periods and one double unprepared 
laboratory period. The course stresses the unity of life, rather than the 
diversity, by emphasizing the functions common to all living things. It covers, 
in plants, animals, and microorganisms, the fundamental principles of metabo- 
lism including nutrition, gas exchange, transport, excretion and homeo- 
stasis; responsiveness and coordination; reproduction, genetics, and develop- 
ment; the principles and history of evolution; and the principles of ecology. 


The laboratory work includes training in the use of the compound and 
stereoscopic microscopes and other laboratory equipment. It requires careful 
observation, mastery of techniques, and accurate recording of results. Sev- 
eral laboratory periods are set aside for field trips featuring Ecology and 
Conservation, and for work on individual projects. Prepares for CEEB 

A two-term major course; offered winter-spring. Four prepared periods and 
one double unprepared laboratory period. Open to seniors who have com- 
pleted the standard course with high grades. In addition to a review of basic 
biology, new material will be presented as the course progresses. The com- 
bination of review and new work prepares students for the Advanced 
Placement Examination of the College Entrance Examination Board. The 
course is limited to sixteen students, seniors having preference. 

A one-term major course; offered in fall and spring. Four prepared periods 
and one double unprepared laboratory period. The course familiarizes stu- 
dents with various aspects of animal behavior. A great deal of emphasis is 
placed on observations in the field and laboratory. Regular class discussions 
are held in which students are expected to contribute information from 
their own observations and from available literature. Some of the topics 
which may be considered are: Territoriality, environmental influences on 
behavior, age distribution, courtship and mating patterns, home range and the 
evolution of behavior patterns. A prior course in Biology is a prerequisite. 
The course is limited to sixteen students, seniors having preference. 

A year-long major course. Ecology is the study of living organisms in rela- 
tions to the surrounding environment. In the course of the year we will 
investigate both plant and animal ecology and man's role in the environment. 
Lectures, discussions, field trips. Prerequisite: 1 year of biology. 

A one-term major course; offered in fall and winter. Four prepared periods 
and one double unprepared laboratory period. An introduction to ecology 
with early emphasis on the concepts of the ecosystem, energy flow, material 
cycling, succession, and relations within and between populations. These 
fundamentals will then be applied to problems of human ecology such as 
overpopulation, and air and water pollution. A prior course in biology is 
desirable. The course is limited to sixteen students, seniors having preference. 
In the laboratory, relationships in communities will be investigated. Various 
pollutants and their effects upon the environment will also be tested for and 

A year-long major course. Three prepared periods for recitation and one 
unprepared double period for laboratory. This course includes a systematic 
study of matter and the changes it undergoes. Emphasis is placed on the 
reasoning involved in the development of modern theory and general con- 
cepts rather than memorization of descriptive chemistry. Laboratory work is 
closely related to topics covered in recitation. A good background in first- 
year algebra is required as a prerequisite. 

Biology 45 


Animal Behavior 
11 -12 


Ecology (T) 
11 - 12 


Chemistry 20 
10-11 -12 


Chemistry 30 
Abbot & Phillips 

Chemistry 31 
11 - 12 

Chemistry 40AP 


Chemistry 43 
11 - 12 

Chemistry 45 


A year-long major course. Three prepared periods for recitation and one 
unprepared double period for laboratory. This course is designed for stu- 
dents with the motivation and ability for a more rigorous course than 
Chemistry 20. As in that course, the modern theoretical framework of 
chemistry is emphasized, and the laboratory work is closely related to topics 
covered in recitation. These topics are treated in greater depth and with 
more emphasis on quantitative rather than qualitative answers. For this 
reason students in Chemistry 30 should be taking (or have completed) 
Mathematics 30 at Phillips or Math III. 

A year-long major course. Two prepared periods for recitation and two 
unprepared double periods for laboratory. This course is designed for those 
students who have a particular interest in laboratory work. Material and 
depth of coverage are very similar to Chemistry 30, but more time is spent 
in the laboratory, especially during the spring. Limited enrollment. 

A year-long major course. Three prepared periods for recitation and two 
unprepared double periods for laboratory. This course is open to a limited 
number of able students, by invitation, who have strong scholastic records 
in mathematics and physics. No prior course in chemistry is expected. It is 
essentially the equivalent of a first-year college course, and prepares students 
for the Advanced Placement Examination in Chemistry. 

A one-term major; offered each term. Three prepared periods for recitation 
and two unprepared double periods for laboratory. This course is designed 
for students who have had one year of chemistry and desire to continue 
their study in this field, but this program is not intended as preparation for 
the Advanced Placement Examination. The course involves an intensive 
study of a few selected topics in organic chemistry. Laboratory work will 
include technique, synthesis, taking and interpretation of infra-red spectra. 

A two-term major; offered winter-spring. Four prepared periods for recita- 
tion and one unprepared double period for laboratory. This course is for 
students who have completed an introductory course with distinction and 
wish to prepare for the Advanced Placement Examination. 

Physics 20 
11 - 12 

Physics 21 

(PSSC) A year-long major course. A laboratory course in which physics is pre : 
sented not as a mere body of facts, but basically as a continuing process by 
which men seek to understand the nature of the physical world. The revised 
course (3rd edition) now starts directly with the study of light. From optics 
it moves to kinematics and the study of dynamics, and from there to elec- 
tricity and atomic structure which lead to the development of basic ideas of 
quantum physics. The laboratory plays an important part by allowing the 
student to study wave motion and discover relationships among force, 
mass, acceleration and conservation of momentum and kinetic energy through 
experimentation. Prerequisite: one year of algebra, one year of geometry 
and IPS or elementary science. 

A year-long major course. Four prepared class periods and one double un- 
prepared laboratory period. An introductory course designed for students 
who have had only one year of algebra. It uses the materials developed by 
the Harvard Project Physics Group. It has a laboratory period but is less 
mathematically oriented than Physics 25. Prerequisite: One year algebra 
and one year of geometry. 


A year-long major course. Four prepared class periods and one double un- Physics 25 
prepared laboratory period. An introductory course in the basic concepts of 11 - 12 
physics with emphasis on relativity and modern physics. A somewhat less Phillips 
rigorous course than Physics 30, it is designed for students who may have 
only one year of algebra and one year of geometry. Text: Mainstream of 
Physics by Bieser. 

May be taken as a year-long major, or on a term basis. Four prepared class Physics 30 
periods and one double unprepared laboratory period. Open to seniors with 12 
special permission. Designed for students with demonstrated ability in Phillips 
mathematics and science. The course may be taken for three terms as a full 
year introductory college physics, or it may be taken as term-contained 
units; but Physics 30A is a prerequisite for either Physics 30B and 30C. 
Text: College Physics, by Miller. 

Physics 30A. Fall term. This course amounts to a study of mechanics, 
primarily classical mechanics, in some depth. Mathematics 40 or its equivalent 
taken concurrently would be helpful to the student but is not required. 

Physics 30B. Winter term. A course dealing primarily with wave motions, 
heat, and kinetic molecular theory. A study of wave motions includes sound 
and geometric and physical optics. Physics 30A is a prerequisite. 

Physics 30C. Spring term. Includes electricity, magnetism, electronics, atomic 
and nuclear physics. Physics 30A is a prerequisite. 

Four prepared class periods and one unprepared double laboratory period. Physics 40 
An honors course open, upon invitation of the department, to a small group Phillips 
of students who are concurrently taking calculus and who have not previous- 
ly studied elementary physics. A previous course in chemistry, though not 
required, is advisable. Lectures, recitations, and laboratory work will be 
planned to prepare students to pass the Advanced Placement Examination 
in Physics of the College Entrance Examination Board. 

A two-term major; offered winter-spring. Three prepared class periods and Physics 45 
one unprepared double laboratory period per week. Open to students who Phillips 
have completed a year of physics and who have taken, or who will take 
concurrently, a course in calculus. The winter term course is essentially a 
course in modern physics. Part of the spring term is used in reviewing for 
the advanced placement examination. The final portion of the spring term 
is devoted to project work. Some advanced laboratory work is done during 
the winter term. Open by special permission. 

A one-term minor course. A term-contained minor which may be taken in 
any term. It emphasizes effective speaking for all occasions and is a practical 
guide to successful communication. It offers an opportunity to acquire 
poise and confidence, to explore the many ways of presenting material to a 
group, and to consider the meaning of speech communication. Learning 
how to outline is an integral part of the course. 




Contemporary Communications 



A two-term major; offered fall-winter. Four prepared class periods. The 
course examines some of the bases of communication between and among 
people. Material includes fiction, non-fiction, poetry, drama, motion pictures, 
music, and the visual arts, and concentrates on individual and small-group 
projects. Prerequisites: successful completion of a course in art or music, and 
a concurrent commitment to an additional communicative endeavor in 
creative writing, in art, in music, in drama, or in some independent work in 
mathematics or physical science. Acceptance into the course will be based 
on written application and personal interview. 

Contemporary Communications 





A one-term major; offered in spring. Four prepared class periods. Spring 
term. Similar in content and prerequisites to the course given in fall and 
winter terms, but will engage in large group projects aimed at public 

A one-term major course; offered in spring. Intensive training in the inter- 
pretation of English words by analysis of stems, based on a systematic 
survey of the most productive elements derived from Greek, Latin, and 
other Indo-European languages, with exercises designed to expand vocabula- 
ry and develop precision of understanding and expression. 

Problem Solving Analysis: Approaches to Games and Puzzles. A one-term 
major course; offered each term. A course in problem solving in which stu- 
dents learn to analyze structures, question assumptions, set goals, and learn 
the application of alternative courses of action by exploring a variety of 
games and puzzles. This is an interdisciplinary project that will utilize many 
different types of puzzles including spatial, numerical, verbal and graphic. 
The aim of the course is to provide each student with an arsenal of tech- 
niques with which to attack life situations in which the outcome is not 
immediately evident. 


As the college admissions scene becomes increasingly more complex, Abbot 
does what it can for its students to make sense out of what sometimes 
appears to be more whimsical than rational. A full-time college advisor is A rl tyi J c c i ft n C 
present to guide the students through the labyrinth of PSAT's, SAT's, rlUINIOOlUllO 

decisions, multiple applications, and finally, choices. The changing college 
situation, the student's ability, curriculum changes, adjustment factors, and 
"just plain common sense," are all ingredients in the college guidance office. 
Our advisor tries to guide rather than lead the girls to final decisions in 
what is customarily a year full of pressures and puzzles. We cannot solve 
the puzzles for the student, just as we cannot "get" her into college. What 
we do is to offer her the encouragement and the correct pieces, i.e., quality 
of guidance and education, to arrive at a successful conclusion. 



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Boston College 


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U. New Hampshire 


Carnegie Mellon 




U. Penn. 




Mt. Holyoke 


U. Rochester 




New College 


U. Southern Nevada 






U. Utah 






U. Vermont 


Cornell University 




U. Wisconsin 


Connecticut College 






C. W. Post 


Pasadena City 






Pine Manor Jr. 


Washington U. 


























Florida State 






Franklin & Marshall 






George Washington 








St. Andrews 






St. Lawrence 






Sarah Lawrence 







and Fees 



Schedule of Tuition 
and Fee Payments 

Miscellaneous Charges 

The 1972-73 tuition is $4,250 for Boarding Students and $2,250 for Day 
Students. For Boarders this fee includes lodging, meals, tuition, concerts, 
and lectures at the Academy. The Day Student fee includes tuition, lunch, 
concerts, and lectures at the Academy. 

No reduction or refund in the tuition fee will be made for withdrawal after 
August 1, for prolonged absence, or for dismissal before the close of the 
school year. All fees are due and payable on the dates specified. The Academy 
reserves the right to withhold the issuance of grades to parents or transcripts 
to colleges in cases where financial obligations have not been met. No diplo- 
ma will be awarded if all rendered bills have not been paid in full, except at 
the discretion of the Executive Committee of the Trustees. A student will 
not be permitted to register in September if the August 1 tuition installment 
has not been paid and no student who is enrolled will be permitted to return 
in January if any portion of the tuition fee remains unpaid at that time. 

An application fee of $25.00 is required for all candidates for admission. 
Once admission has been granted, a deposit of $200.00 must accompany 
the registration form in order to reserve a place for the fall. This registration 
fee is non-refundable and is applied toward tuition due for the year. 



Registration fee 

$ 200.00 

$ 200.00 

August 1 

1st payment on tuition 



October 1 — 

2nd payment on tuition 
Deposit for Miscellaneous 



December 1 

3rd payment on tuition 
Deposit for Miscellaneous 



Parents will receive periodic statements showing charges for miscellaneous 
items during the course of the year. If the yearly total of such charges is less 
than the amount covered by the deposits due on October 1 and December 1, 
a refund will be made in June. Any charges in excess of the deposits will be 
billed to the parents separately. Miscellaneous charges consist of a Health 
Fee of $20.00 for all students, academic fees ranging from $5.00 to $25.00 
per term depending on the course, bookstore items, toilet supplies, school 
publications, physical education equipment, organization dues, testing fees, 
guest meal tickets, Senior photographs, and a variety of other expenses. 

For possible additional expenses, see the statements on Horseback Riding, 
Driver Education, Typing Instruction, and Music Instruction. 


The Bay State National Bank and the Merrimack Valley National Bank, both Personal Finances 

located in Andover within easy walking distance from the Academy, have 

agreed to accept personal checking accounts for Abbot students. It is 

recommended that an account be opened at one of these banks in order to 

facilitate cash withdrawals. Students are urged to make payments by check 

whenever possible and not to keep any more cash than necessary in their 

rooms, as the school cannot be responsible for losses. Parents should provide 

their daughters with sufficient money to cover travel costs to and from 

home at vacation time. 



Would you like to sing in Boston's Old North Church? help make maple 
sugar in Vermont? produce a Soul-Food dinner? beat your math teacher in 
tennis? learn how to make cider? participate in a Latin rite exorcising evil 
spirits? work on the Phillips Academy radio station? tutor a Spanish-speaking 
youngster? teach macrame to faculty and other students? 

Abbot assumes that each student will be responsible for her major and 
minor academic courses, and will plan for herself a schedule that will 
accomodate them without forcing her to exclude other areas of interest and 
fun. While participation in extracurricular programs and events is not re- 
quired, it is hoped and expected that each individual will find areas of in- 
terest which are absorbing and satisfying. Clearly, the pace will vary some- 
what with the course of the year, and some girls will have more extensive 
involvement than others with non-academic programs. The development of 
new skills and interests is important; perhaps even more important is the 
aspect of personal commitment. Working with others, helping, cooperating, 
collaborating, using your own imagination and initiative alone and in groups; 
all these considerations are integral to the concept of the extracurricular, 
non-academic facets of Abbot life. 


It is important to understand that while some extracurricular activities are 
planned to last throughout the year, perhaps as weekly commitments, 
others are spontaneous, short-lived, or intermittent. Many of the most ex- 
citing endeavors are student-initiated, and one cannot expect any year to be 
like the last in terms of many creative and valuable commitments which girls 
make for themselves. Abbot is an excellent environment for "self-starters," 
and when good ideas are generated they are frequently worked successfully 
to conclusion by the joint effort of students and staff. These include projects 
both on campus and in the community. Many faculty members live on or near 
the campus, and thus are available not only for regular projects but for 
spontaneous and impromptu events as well. 

Many activities are conducted jointly between Abbot and Phillips. A wide 
variety of interest groups in dramatics, art, debating, current events, modern 
dance, publications, singing, instrumental groups, and photography, to name 
a few, are active on both campuses. The Drama Workshop at Phillips Aca- 
demy produces short plays in the Drama Lab under student directors with 
faculty supervision. There are numerous major dramatic productions involv- 
ing students from both schools. Students may play in the Phillips Academy 
Band and Orchestra, and there is a Joint Choir (SATB) which is primarily 
a choral study group. Abbot students work on the Phillips Academy weekly 
newspaper, the "Phillipian", and at the Phillips radio station. Phillips boys 
are active in the Abbot ceramics and art studios, and on our tennis and paddle 
tennis courts. 


There is a large singing group at Abbot, called Fidelio, for which new mem- 
bers must audition. This chorus gives joint concerts with Phillips and with 
other boys schools, and performs at Thanksgiving, Christmas, and Commence- 
ment exercises. There are also several informal singing groups which perform 
at special events. Recorder and Chamber Music groups play for their own 
pleasure and give recitals for the school, in addition to individual student 

Abbot students produce three publications, the Circle (yearbook), the Cour- 
ant (literary magazine), and the Cynosure (the self-supporting newspaper 
edited solely by the students). In 1972 Cynosure won second place in the 
Newspaper Magazine Division of the Columbia Scholastic Press Association 
contest. An Abbot senior in 1972 was awarded first prize in the Atlantic 
Monthly Student Creative Writing Contest. 

Many Abbot students enjoy making a personal commitment to community 
and religious projects, under the sponsorship of the Committee for Social 
Concerns. Some of these enterprises include the Abbot Religious Association, 
Turtles and Wide Horizons (service groups working with children), and Law- 
rence General Hospital Volunteers. Under the auspices of CSC, Abbot stu- 
dents in 1971-72 raised over $1000 for charitable purposes; raised money for 
the World University Service; organized tutoring projects in local elementary 
schools; brought speakers to the campus; mannered a drive at Christmas 
to help children in Appalachia; sponsored a cancer drive, matching all gifts, 

and other similar endeavors. The Afro-American Society is also funded by 
CSC and sponsors a variety of activities and attends conferences at other 
schools. Last year Mrs. Medgar Evers spoke at an Afro-Am weekend confer- 
ence at Abbot, the other highlight of which was a play written, produced 
and directed by students. A Jewish Student Union exists at Phillips, with 
active participation by Abbot students, to foster religious and cultural enter- 
prises and to work for aiding the Israeli Emergency Fund. 

Because of our proximity to Boston and the flexibility of weekend schedul- 
ing, many trips to Boston and surrounding areas are possible, frequently 
student-organized. Particular events, such as plays and concerts in Boston, are 
occasionally required by academic departments. During 1971-72, students 
went to see, among others, "Godspell", "La Traviata", a variety of foreign 
language films and plays, and numerous photography and art exhibits, fre- 
quently at the Boston Museum of Fine Arts; American History students 
visited Salem; The Spanish Honor Society participates in national poetry 
contests of the Sociedad Honoraria Hispanica (both regional and national 
prizes were awarded to Abbot students in 1972). 

For those interested, wide contact with outdoor life is possible. The Outing 
Club organizes ski trips, camping trips, and mountain climbing. During the 
fall, almost every weekend sees a group off for hiking or an overnight camp- 
ing experience, while the spring produces much canoeing activity. In the 
summer of 1972, as a result, several students with faculty, made a two-week 
white-water canoe trip on the Allagash River in Northern Maine. 

A number of activities take place annually but are not programs which last 
throughout the year. The annual Bazaar, on Alumnae Day in May, for the 
benefit of the Scholarship Fund, is planned and prepared by the Senior Mid 
class with the help and participation of the entire school. The Senior Mids 
take full responsibility for this event, which attracts many members of the 
community with their children. In February a Winter Workshop Week offers 
a break in the Winter Term, when regular classes are suspended and numerous 
other activities take their place, many conducted jointly with Phillips. 
During this week, students are expected to make a commitment to at least 
one activity, and more are possible for those who remain on campus. This 
program has included such offerings as: Cross-country Skiing, working in 
elementary schools, Group Dynamics, a production of "Trial by Jury," Be- 
ginner's Bridge, Beginning and Advanced Sewing, Children's Literature, 
ecology field trips, Seminar in Blindness, Macrame, Chinese Cooking, Astro- 
nomy and Astrophotography, working at the Roxbury Children's Service, 
Transformational Grammar, Astrology and the Occult, a trip to St. Croix to 
visit a school, Etymology, The Play of Daniel, Geometric Construction, 
Creative Writing Workshop, Glass Blowing, and many individual projects. In 
1970-71 the Winter Workshop generated such enthusiasm that a number of 
the projects were continued under the auspices of the "New School," an 
informal program organized jointly by students and faculty. In the fall of 
1972, before the school year had fairly gotten under way, the New School 
cropped up again, with courses like Sewing and Embroidery, Macrame, a 
Tolkien Workshop, Loom Construction, Gourmet Cooking (entitled "Spicy 
Meatball"), Ethnic Dance, Outdoor and Indoor Gardening, and Mandarin 
and Chinese. 


Frequently programs and events take place as the need or interest arises, or 
as circumstances permit. For example, for two years students have organized 
a Political Day, on which candidates for office have been invited to the camp- 
us to speak; trips to Washington take place, with parental permission; student 
and faculty art and photography shows occur from time to time; various 
ecological endeavors flourish (students collect newspapers and bottles every 
Saturday at the Andover dump); student-faculty volleyball, softball, tennis, 
and touch football games take place deliberately as well as spontaneously; 
there are informal bicycle trips, bake sales to earn money for projects, and 
many, many other activities. 

Ad hoc committees and work programs occupy the time of some students. In 
1971-72 the committees on which students served included a smoking regu- 
lation committee, sports alternative committees, a work program committee, 
an elections committee, a parietal committee, and various others of short 
duration arising from discussion in Town Meeting. It should be noted here 
that Town Meeting officers and Honor Board members are elected each 
trimester, so that many students have the opportunity to serve in these capa- 
cities. Students desiring jobs may work in the language laboratory, as film 
operators, as student guides for visitors, at the school switchboard, in various 
school offices, and as babysitters for faculty. Some jobs pay by the hour, 
some are volunteer. 

The line between extracurricular events and social life is a fine one, since 
opportunities for girls to become acquainted with boys arise very naturally 
from coed classes and planned programs, as well as informal and spontaneous j 
meeting. There are dances from time to time on both campuses, some large 
and some small; there are movies for both schools at Phillips on Saturday 
evenings; certain weekends are planned to include a variety of informal and I 
social activities on both campuses — dances, films, coffee houses, etc.; there 
is a recreation house with kitchen facilities at Abbot, where girls may enter- I 
tain boys; sports events, cookouts, and picnics offer further opportunity for 
informal mingling. The students are free to visit informally on both campuses; 
altogether, while it is not a highly structured and scheduled social life, there 
is ample opportunity to meet and work with both sexes on a variety of 
different activities. Boys are welcome on the Abbot campus until 8:00 P. M. 
during the week, and later on Friday and Saturday evenings. Abbot and 
Phillips have arranged specific regulations for visiting and activities; students 
are expected to observe such procedures carefully, and to take responsibility 
for their actions. The Abbot-Phillips regulations pertain to classes at the 
other school in which students may be enrolled, meals as arranged by the 
administrations, extracurricular activities, visits with faculty members, and 
informal visiting during the week and on weekends. 

It is important to know that although students are not limited in the number 
of weekends they may take away from the campus (see section on Leaves 
and Permissions), this is not a "suitcase school." Weekends are what you 
make them — some quiet, some active. A major proportion of Abbot students 
remain in Andover all or part of every weekend. 


It should be clear that a student's activities, above and beyond her academic 
commitments, are governed to a large extent by her own interests and inclina- 
tions. Some times of the year may be very busy, others less so. Students 
have the choice. The flexible scheduling of events and the wide variety of 
opportunities offer an environment in which girls can sample new interests 
and capitalize on old ones. Abbot hopes that the total environment is one 
in which girls will learn to work with others and to be committed; to this 
end there is the opportunity of choice and diversity and experimentation, 
and the opportunity of depth" and sustained interest and service. One Abbot 
student has written: "We're not all running around like a super-culture of 
enthusiastic students. Here lies a potential trap for disillusioned optimists. 
Any school, like life, can never be complete without engulfing yourself in 
something that interests you, something that benefits not only you but other 

Extracurricular Activities and Events which took place during 1971-72 

5 social service groups 
2 outdoor activity groups 
5 music groups 
5 subject-related groups 

1 major dramatic production 

2 student-directed plays 
dance recital 

7 informal dances 
student art show 
photography exhibits 
5 concerts 

3 music recitals 

Afro-Am weekend conference 
Winter Workshop Week 
Abbot Bazaar 
Political Fact-Finding Day 

5 major plays with girls in casts 
2 additional plays 

8 concerts 
2 recitals 

6 dances 
50 movies 

18 events required by 5 academic departments 

75 optional social, recreational, and cultural events 

Columbia Scholastic Press Association Conference 
Sterling School Seminar 

North Eastern Massachusetts Division of Student Councils 
Alumnae conference 

4 Afro-Am conferences 

1 Abbot Religious Association retreat 
1 Human Relations weekend 

Abbot clubs: 17 

On-Campus activities 
and events 

Phillips Academy activities 
and events open to 
Abbot students 

Off-campus activities 
and events 

Conferences attended by 
Abbot students 



PHYSICAL EDUCATION Sports are required and, as such, are a regular part of each girl's program. 

The. athletic curriculum includes a variety of activities which emphasize 
exercise, good sportsmanship, and individual skills. All students take sports 
four days a week in the Fall and Spring Terms, and three days a week in the 
Winter Term. There is an active Varsity and Junior Varsity program in the 
following areas: Field Hockey, Soccer, Tennis, Basketball^ Volleyball, La- 
crosse, and Softball. Abbot competes with such schools as Concord Academy, 
Dana Hall, Cushing Academy, Pingree School, Exeter, St. Paul's, and Gover- 
nor Drummer in nearly all these sports. 

Girls may elect the sports they wish to take. In the Fall Term: Field Hockey, 
Soccer, and Tennis; in the Winter Term: Badminton, Basketball, Ballet. 
Exercises, Fencing, Paddle Tennis, Modern Dance and Tumbling; in 
the Spring Term: Ballet, Lacrosse, Softball, and Tennis. In addition to the 
more traditional individual and team sports, a variety of alternatives exist 
which satisfy the sports requirement. These include 3-speed and 10-speed 
bicycle riding, Canoeing, Hiking, Yoga, Cross-country Skiing, Downhill Ski- 
ing, Senior Life-Saving, and other activities as interest indicates. Horseback 
riding is available during the Fall and Spring Terms ($5.00 per lesson plus 
transportation). A girl may ride one or two days a week, supplementing her 
program with two days of another elected sport. 

The school expects that all girls will have opportunities to spend weekends, LEAVES AND PERMISSIONS 

or parts of weekends, away from Abbot; girls are encouraged to plan ahead 

of time so that such visits may be worked into their schedules. It is intended 

that students take the responsibility for planning how much time they will 

spend away from school within the specified regulations. These regulations 

are relatively flexible, and students will find that, with good planning, a 

desirable balance of time can be achieved. Weekend permissions are not 

"earned" by academic performance, although the school reserves the right to 

ask a girl to remain on campus during the weekend for academic purposes 

or for disciplinary measures. 

Except for closed weekends (before and after vacations, and before and 
during examinations) students may take weekends away from campus when- 
ever they wish to make plans to do so. Such weekends extend from after a 
girl's last obligation on Friday until 6:00 p.m. Sunday. Weekend permissions 
are flexible in that a girl may take all or part of any given weekend away. 
Every girl is expected to observe the exact conditions as arranged with the 
Permissions Office regarding leaves. 

Seniors and Senior Mids may go into Boston for Saturday leaves. Sunday 
leaves to Boston are granted only to Seniors. Preps and Juniors may take 
Saturday leaves to Boston provided' they have parental permission and do 
not go alone. A public bus to Boston leaves every hour from nearby the 
campus. Any student may take a Saturday or Sunday leave elsewhere, with 
the necessary permission, 


Parents' permission must be obtained for a leave of any kind taken with a 
person not known to the school. Written permission from the parents and an 
invitation from the hostess are required for any overnight weekend leave. 
Parents may file with the school a list of people with whom their daughters 
may take leaves, or they may notify the school upon each occasion. "Blanket" 
permissions cover parental permission to accept any number of invitations 
from only the persons designated upon such a list. 

Girls may go into the town of Andover or on walks off campus when they 
have free time, and on Saturday and Sunday. They are expected to sign 
in and out of school on each occasion. Girls may dine off campus with 
friends or relatives on Friday night, Saturday night, and Sunday noon. Per- 
mission for other meals away from campus may be obtained by special 

Specific directions and regulations for all leaves and permissions, with re- 
gard to hours and procedures, will be sent to new students shortly after 
they are registered. This will include the few regulations pertaining par- 
ticularly to Day Students. 

Weekday Daily Schedule 

Rising Bell 



Breakfast Bell 






- 7:40 

Warning Bell 



Warning Bell 






- 1:00 


















On Campus: All girls in own dorms or signed out on campus 



In Dorms: 

All Girls Check In with Resident Advisors in Person 



NO TV, Radios, Record Players 



Bedtime for 9th Graders 



for 10th Graders 



for 1 1th Graders 



for 12th Graders 



Students may leave campus during free time to go downtown 


to Phillips 

according to the provisions cited in the student handbook, which is sent 
to all students during the summer. 

Preps and Juniors must have the consent of their Resident Advisors to sign 
out of their 'dorms after 8:00 p.m. All girls must check in with their Resident 
Advisors in person at 10:00 p.m. unless they have informed their Resident 
Advisors that they are retiring earlier. 


The preceding bedtimes, although strongly recommended, cannot be strictly 
enforced because of mixed classes living in each dormitory. They are intended 
as guidelines, and it is expected that students will exercise sufficient common 
sense to ensure themselves enough sleep. The same common sense principle 
applies to meals. Girls are urged to go to breakfast, and they are expected to 
go to lunch and dinner, unless they are on leave or have arranged to dine at 

The Saturday and Sunday schedules differ considerably from the weekday Weekend Daily Schedule 

schedule. There are no bells at all on weekends. Except for those occasions 

cited in the school calendar, the only required appointments are for girls 

enrolled in Phillips courses meeting on Saturday morning. Meals are served 

at somewhat different times, and there are other variations from the weekday 

schedule and permissions. 

Boarding students may not keep motor vehicles in or near Andover. They Automobiles 

may ride in private cars driven by members of their own families, or by 

adults authorized by the school, but the school does not otherwise advocate 

girls riding with drivers under twenty-five years of age. Parents are asked to 

write permission for their daughters to ride with specific friends under 

twenty-five years of age; in other cases the school will give special permission 

to students at its discretion. 

Day Students' cars used for commuting are not to be used during the aca- 
demic day and are parked in a lot- on campus. No Boarder may drive with a 
Day Student unless given permission by the Permissions Office on each 


Health Supervision All medical services for Abbot students are under the direction of Dr. Francis 
Soule at Isham Infirmary-Hospital located on the Phillips Academy campus 
adjacent to Abbot Academy. The cost of health service at Isham will be billed 
directly to parents in accordance with the schedule of fees regularly charged 
for such services there. A Student Health Insurance Plan is available through 
the school for $30.00 per year. We strongly encourage parents to elect this 
option since it provides coverage for items not included in family health 

All students, both boarding and day, are charged a Health Fee in the amount 
of $20.00 per year. This fee covers medical screening at the start of the year 
and outpatient care at Isham Infirmary-Hospital during the year. Neither of 
these items is covered by insurance plans. The fee will appear on the state- 
ment of miscellaneous charges. 

Study Hours In order to have hours in which girls may concentrate on class preparation, 
the following conditions are in effect. STUDY HOURS are understood to 
mean that hair-washing, room visiting, TV, record players and radios are 
WISHING TO STUDY. Conditions highly conducive to study must prevail 
at these times; Resident Advisors and dormitory governments may act to 
enforce these conditions. 

The Director of Studies may at any time, having consulted teachers, restrict 
study hour when, in her judgment, academic performance would profit by 
more concentrated application. 

Monday - Thursday: 

Study hours in dorms prevail: 8:00 a.m. — 12:15 p.m. 

4:30 — 5:45 p.m. 
After 8:00 p.m. 


Study hours in dorms prevail: 8:00 a.m. — 12:15 p.m. 

4:30 — 5:45 p.m.. 
After 10:00 p.m. 


Study hours in dorms prevail: After 8:00 p.m. 

Dormitories and Because the boarding school experience involves getting to know a variety 
Rooming Arrangements of other people, and to foster a greater flexibility in arrangements, Abbot 

students live together in dormitories which house two or three classes each.j 
and in some cases four classes. To encourage a sense of community, each| 
day student is associated for the year with a dorm of her choice. Day students 
are welcome to share in many functions of dormitory life. 

The largest dormitory, Draper Hall, also contains administrative offices, 
dining-room and kitchen, library, language laboratory, and the art studio 
Draper houses about one hundred students. There are also seven outside 
dormitories, ranging in size from thirteen to thirty students: Abbey, Chapin, 
Cutler, Flagg, French, Hall, and Sherman. Thus, during several years at 
Abbot, a student is likely to have a variety of living experiences, as mos 
students change dormitories each year. Most of the outside dorms are 
large houses which have been remodeled. 


Most student rooms are doubles or singles, with an occasional triple or 
quadruple. In May each year girls are asked to indicate their choices of 
rooms and roommates, and rooming assignments are made during the sum- 
mer. Each dormitory is under the supervision of a Resident Advisor. In 
some cases this is a single woman; elsewhere, there are couples. 

are we|<roM\<. »n 

/'I /S" on Saturday ft ^^ 
!<»*c -tkose 


Dress Students are expected to exhibit good taste and moderation in all dress. As a 
general rule, the appropriateness of a student's attire will be left to her 
own discretion. The qualifications are that: 

1. Students exhibit qualities of neatness and cleanliness at all times; 

2. It be left up to the teacher's discretion whether or not informal 
clothes should be allowed in his or her class; 

3. Skirts or dresses be required for Sunday dinner; 

4. Footwear be worn for all classes, meals, in all school buildings 
throughout the school day, and at any time off campus. 

Housekeeping Abbot provides each student with basic furnishings: bed, pillow, bureau, 
desk, and bookcase. Blankets, bed linens, towels, lamp, curtains, scatter 
rugs, a shoe bag, waste basket, two laundry bags, and an easy chair if 
desired, should be provided by the individual student. Every dormitory 
has a common room equipped with television, refrigerator, electric corn 
popper, and electric tea kettle. 

Students are expected to make their beds every day before attending their 
first class and before 10:00 a.m. on Saturdays and Sundays. They are also 
expected to clean their rooms thoroughly once a week and to keep them 
in relatively good order at all times. Resident Advisors inspect rooms once a 
week on a schedule agreed upon with their girls. 

Each student may keep one small suitcase in her room. Other luggage is 
stored in the luggage room. In the spring, wooden packing boxes may be 
bought for storage of possessions. Food may be kept in rooms if in suitable 
containers. Pets are not allowed in dormitories. 

Students are expected to exercise reasonable care in the use of school build- 
ings, furniture and equipment. 

Dorm Council The Dorm Council is made up of the student leaders elected by each 
dormitory to represent its residents. The Dean of Students meets with the 
Dorm Council at regular intervals to consider matters of mutual concern. 
It provides a channel of communication between students and administra- 
tion and a forum for discussion of parietal conditions and regulations. 

Laundry and Dry Cleaning A student may elect one of three plans to have laundry and dry cleaning 

done by a commercial laundry. Bills will be submitted directly to the parents 
by the laundry for payment. 

If a student wishes to do her own laundry, a coin operated laundromat 
with washers and dryers is located on campus and every dormitory has an 
ironing room with irons and ironing boards. 

All personal items should be marked with name tapes. 

Religious Life Abbot is an all-sectarian school. It believes in exploring man's capacity for a 
spiritual life and in acquainting students with a knowledge of major world 
religions. It does not emphasize the theology of any particular sect, nor does 
it require student attendance at any religious service. Girls may voluntarily 
attend any of the churches in the area. 


Smoking is permitted for all girls except those whose parents have sent the 
school their written prohibition. Smoking is strictly restricted to one area 
in each dormitory, in order to protect the rights of non-smokers. 

Girls may have bicycles at school in accordance with regulations specified 
by Abbot and by the town of Andover. 

The Library contains over 15,500 volumes and receives over 100 newspapers 
and magazines. Use of the Library is free to all students, and no card is 
required. Most books circulate, with the exception of reference books, books 
on reserve, and periodicals. Reserve books may be taken out over night, and 
must be returned the next morning. The stacks are open to the students, who 
may locate the books they need. The Librarian and her assistants are glad to 
help in finding material, and should be consulted freely. Specific regulations 
pertaining to Library hours will be posted. 

Driver training is offered with parental permission. The charge is $78.00 
payable to Lawrence Auto School. Abbot makes an additional charge for 
transportation to and from the Registry of Motor Vehicles office in Law- 
rence for girls to take the test for a driver's permit. 

The Andover Business Institute offers a course in typing to Abbot girls. The 
course covers sixteen hours of instruction and costs approximately $20.00 
minimum, depending on the number of girls enrolled. 



Driver Education 

Typing Instruction 


Student Work Program 


Art Gallery 

At the final Town Meeting in June, 1972, a proposal was passed in favor of a 
work program at Abbot. The concept of a student work program was 
discussed at length throughout the preceding Spring Term, and the final 
proposal was the result of careful study by a student-faculty committee. 
Gradual implementation of a work program is intended to foster direct 
student responsibility and involvement in the maintenance and physical 
well-being of the school, and to help minimize maintenance expenses. Details 
have yet to be confirmed, but it is expected that a student committee will 
begin careful planning in September, 1972. The proposal, as passed, will 
require each student to participate for one term annually in assigned jobs 
which will include Library work, classroom maintenance, outdoor work such 
as raking and collecting trash, an emergency crew, and a supervisory group. 

The bookstore in Draper Hall is operated for the convenience of the entire 
Abbot community. Paperbacks, greeting cards, and other items common to 
a bookstore may be purchased. 

The John Esther Art Gallery, a wing of Abbot Hall, was donated to Abbot 
in memory of John and Esther Byers. A variety of art exhibits is shown 
during each year with particular emphasis on different artists and media, 
thus offering the students at Abbot an opportunity to widen their scope of 
appreciation and knowledge of art forms. The Gallery is open to the public 
as well as to students, Monday through Friday, 10:00 a.m. to 4:00 p.m. 

Cum Laude Society 

Each year in the spring, elections to the Cum Laude Society are announced. 
This is an inter-school society which bears the same relationship to secondary 
schools as that of Phi Beta Kappa to colleges. Membership depends upon a 
very high quality of scholastic achievement. 

ABC Program 

Alumnae Association 

School Government 
and Town Meeting 

Abbot participates actively in project ABC (A Better Chance), a nationwide 
program whose function is to discover able youngsters in deprived circum- 
stances and to assist them in placement at independent schools. There are 
five ABC girls currently enrolled at Abbot. 

The Abbot Alumnae Association, which numbers nearly 4000, seeks to ad- 
vance the interests of the school and to keep its graduates in touch with one 
another. Alumnae headquarters are at Morton House, where guest rooms are 
provided for visiting graduates. Graduates of the school are to be found in 
every state and in 46 foreign countries. 

Rather than a student government, Abbot has an arrangement in which all 
members of the school — students, faculty, administration, housemothers — 
participate in many decisions concerning school life. The business of the 
School Government Association is conducted at a weekly Town Meeting, in 
which each individual has an equal vote. Town Meeting is thought of as a 
meeting of the whole community to discuss and decide upon issues pertaining 
to school life. 

The Abbot form of school government rests upon the assumption that each 
girl's code of personal honor holds her responsible for her own actions. Each 
girl is free to use her individual judgment, and must at the same time remain 
sensitive to the concerns of the community. She must recognize that these 
two conditions present a dual responsibility, which demands equal attention 
to personal honor and a sense of community. 


The School Government Association of Abbot Academy endeavors to en- Honor Code 
courage in each student humane and civilized qualities of character. By 
limiting rules as such, beyond those affecting health, scholarship, and safety, 
Abbot emphasizes a high sense of honor, individual responsibility, a con- 
structive attitude, and consideration of another's rights and feelings. Students 
are helped both by their contemporaries and by faculty members to develop 
a cooperative attitude in matters affecting the happiness, welfare, and 
reputation of the group. 

Every girl who enters the Abbot community is on her honor to uphold the 
rules and standards which the school considers necessary to the well-being 
of school life. Each girl is expected to bring moral pressure to bear on any 
member of the community who does not assume the responsibility of up- 
holding these rules. In any case of violation of these rules and standards, 
therefore, any member of the school — students, faculty, housemothers, 
and administration — may take appropriate action. 

A. Dishonesty Basic Honor Rules 

No student may give or receive help in any test or examination. Stu- 
dents are expected to do their own assigned work, except in instances 
where a teacher recommends or approves cooperative effort. 
No student may falsify information on applications for leaves or forge 
parental signatures or permissions. Students must adhere to the ap- 
proved times of departure and return and to the approved mode of 
transportation unless special waiver has been granted. Hitchhiking 
is NEVER an approved mode of transportation. 

No student may take or use another's property without the owner's 

B. Drinking 

No girl may use or possess alcoholic beverages while she is under the 
jurisdiction of the school. 

C. Drugs 

No girl may use or possess drugs while she is under the jurisdiction of 
the school. 

On occasion and in the presence of the rooms' occupants, closets and 
drawers may be searched for stolen property, drugs, and liquor. 

D. Smoking 

Girls may smoke in specified places at times approved by the adminis- 
tration unless their parents have written to the school specifically 
prohibiting their doing so. 

"Jurisdiction of the school" is understood to apply to girls on and off 
campus except when a girl is away on weekend leave or vacation. At 
those times, however, the school expects each girl's conduct to reflect 
favorably on Abbot. 

E. Unauthorized Absences 

No girl may leave the Abbot campus between 8:00 p.m. and 8:00 a.m. 
without permission except Saturday to go to P. A., returning by 
11:15 p.m. 

No Prep or Junior may be absent from her dormitory between 8:00 
p.m. and 7:00 a.m. without the knowledge and consent of the Resident 

No Senior-Mid or Senior may be absent from her dormitory between 
10:00 p.m. and 7:00 a.m. without the knowledge and consent of the 
Resident Advisor. 


THE SCHOOL GOVERNMENT The School Government Association is a participatory association based on 
ASSOCIATION individual involvement which reflects the responsibility of each member. 

ARTICLE I — Name and Membership 

Section 1: The name of this association shall be the School Government 

Association of Abbot Academy. 
Section 2: Membership in the School Government Association shall include 

the administration, faculty, housemothers, and students of the 


ARTICLE II - Purpose 

Section 1: The School Government Association shall functioaasa flexible 
system to strengthen a sense of community, and encourage 
cooperation among its members through dialogue and effective 
communication. It shall serve as a channel through which con- 
structive opinions can be directed. 

ARTICLE III — Town Meeting 

Section 1: The basis for the school government shall be the town meeting. 

A town meeting is a convocation open to all members of the 
School Government Association. 

Section 2: Town meetings shall be held at least once a month. 

Section 3: Town meetings shall be directed by an Executive Committee. 

The Executive Committee shall be composed of a moderator and 
three secretaries, one of whom shall be a faculty member. The 
moderator shall preside over each town meeting and, together 
with the secretaries, shall be responsible for drawing up an 
agenda, recording proposals, and posting minutes from each 
meeting. One secretary shall be responsible for the treasury. 

Section 4: At least forty-eight hours in advance of a meeting, any proposals 
or topics for discussion shall be received by the Executive Com- 
mittee. An agenda for the meeting shall be drawn up and posted 
at least twenty-four hours in advance. On measures requiring a 
vote, all members of the School Government Association may 
vote. A two-thirds majority shall be considered a quorum. A 
quorum is required for the first week a proposal is up for vote. 
If a quorum is not present, then quorum is not required for vote 
on the same proposal at the following meeting. No quorum is 
required to vote on the formation of a committee. 

Any measure passed at a town meeting shall be subject to the approval of 
the Principal. 

Section 5: Students on the Executive Committee may be elected from any 
class. Nominations and elections for all offices may be made by 
all members of the School Government Association. All nomina- 
tions shall be subject to the approval of the administration. With 
the exception of one secretary and the moderator who shall 
serve two consecutive terms, officers shall change each term 
and no other person may hold office consecutively, though an 
office may be held more than once in a school year. The 
■secretary serving the double term shall be chosen by the three 
secretaries during the first term and the moderator shall be 
elected for two terms. In case of the resignation of an officer 
before her term has expired, a special election shall be held. 


ARTICLE IV — House Government 

Section 1: There shall be a system of house governments based on mutual 
cooperation and consideration. The students in each dormitory 
together with the Resident Advisor shall be responsible for de- 
ciding the rules of courtesy which govern that dormitory. All 
such rules must be approved by the administration. 

Section 2: Each outside house and each corridor in Draper shall elect a 
leader who shall work with the Resident Advisor to enforce 
house rules, to conduct house meetings, and to represent her 
house or corridor at Town Meetings when necessary. Elections 
shall be held each term. 

ARTICLE V - Honor Board 

Section 1: The Honor Board is a judiciary body which acts in an advisory 
capacity to the administration. It also serves as a court of appeals. 

Section 2: The Honor Board shall be made up of five persons: one girl from 
each class and one faculty member. Each girl shall be elected 
by her own class and the faculty member shall be elected by the 
faculty. All nominations shall be subject to the approval of the 
administration. The members of the Honor Board shall serve for 
two terms on a rotating basis to insure continuity. The chairman 
of the Honor Board shall be chosen each term by the Board 
from its own membership. No person may hold office consecu- 
tively, though an office may be held more than once in a school 

ARTICLE VI — Amendment and Ratification 

Section 1: Amendments to this Constitution may be proposed by any mem- 
ber of the School Government Association and shall be ratified 
by a two-thirds vote of the members of the School Government 
Association, with the approval of the administration. 

Section 2: This Constitution shall be ratified or dissolved when two-thirds 
of the members of the School Government Association vote in 
favor of its ratification or annulment. Its ratification or annul- 
ment shall be subject to the approval of the administration. 


Any proposal brought up as completely new business without having been 
on the agenda may be debated at any length during the Town Meeting but 
not be voted on until the following Town Meeting. 


Board of Trustees 

Alumnae Trustees 
Trustees Emeriti 

Phillip K. Allen, President 

G. Grenville Benedict 

Mrs. Lawrence D. Bragg 

Melville Chapin 

James K. Dow, Jr., Treasurer 

Mrs. Carl F. Floe, Vice-President 

Donald A. Gordon, Principal 

Mrs. Lenert W. Henry 

Mrs. John M. Kemper 

S. Leonard Kent 

Mrs. Malcolm S. Loring 

Mrs. Edmund W. Nutting 

Lovett C. Peters 

E. Benjamin Redfield, Jr. 

Guerin Todd 


Providence, R. I. 

Wellesley Hills 





New London, N. H. 



Kittery Point, Me. 
Chestnut Hill 
Fairfax, Va. 

Mrs. Peter H. Eaton 

Mrs. Armstrong A. Stambaugh, Jr. 

South Hampton, N. H. 

John Radford Abbot 
Mrs. Reeve Chipman 
Burton S. Flagg 
Mrs. Wilbur K. Jordan 
Rev. Sidney Lovett 
Mrs. Horatio Rogers 
George Ffrost Sawyer 
Stoddard M. Stevens 


Hutchinson, Kansas 

North Andover 


New Haven, Conn. 

North Andover 

Durham, N. H. 

Short Hills, N. J. 

DONALD A. GORDON, Principal A d HI j D j S t Td t j OH 

B.A. Yale University; M.A. University of Pennsylvania 

^/CAROLYN GOODWIN, Director of Studies; Mathematics 
B.A., M.A. Smith College 

(^CAROLYN JOHNSTON (Mrs. Malcolm), Dean of Students; English 
B.A. Radcliffe College; Tufts University 

PETER THOMAS STAPLETON, Assistant to the Principal for Curriculum Coordination 
B.A. Yale University; M.A.T. Harvard University 

J MARION FINBURY (Mrs. Herbert), College Counselor 
B.A. Vassar College 

FAITH HOWLAND KAISER (Mrs.), Director of Admissions; 

B.A. Wellesley College; Harvard University Graduate School of Arts and 


v RICHARD E. SHEAHAN, Director of Development 
University of Oregon 

RICHARD C. GRIGGS, Business Manager 

B.A. Princeton University; Trenton State Teachers College 

JAMES L. BUTLER, Superintendent of Building and Grounds 

MARGARET CHAMBERLAIN, Secretary to the Principal 
B.A. Heidelberg College (Tiffin, Ohio); Lesley College 

LUCY B. COLE (Mrs. Edward), Director of Permissions 

FLORENCE P. GRIFFITH (Mrs.), Registrar 
B.A. American University 

MARY CAROLYN KERNER, Assistant to the Director of Admissions 
B.A. Smith College 

VJAMES FREDERICK LYNCH, Assistant to the Deans, Mathematics 
B.A. Amherst College 

SARAH PROCTOR, Director of Food and Housing 

VIRGINIA SILVESTRO (Mrs. Richard), Assistant to the Business Manager 
Stenotype Institute of Boston 

THERESA STEWART (Mrs. Robert), Bookstore Manager 
B.S. University of Massachusetts 

yj CATHERINE JANE SULLIVAN, Alumnae Secretary 

B.A. Wheaton College; Ed.M. Boston University; Harvard University 

PRISCILLA WILE (Mrs. Perry S.), Assistant to the Business Manager 




Baccalaureat-es-Lettres, University of Rennes; B.S. Dumfermline H.S.; 
M.A. Edinburgh University 

KEDER BAYARD, Mathematics 

M.S., L.L.D. University of Haiti; M.A. Wesleyan University; 
Fairfield University 

JEAN DIETEL BENNETT (Mrs. John), Mathematics (Chairman) 
B.A. Pembroke College; Ed.M. Harvard University 

* AUDREY N. BENSLEY (Mrs. Gordon G.), Ceramics 
Hood, Jackson, University of New Hampshire 

ANNE BUGBEE (Mrs. Bruce) English 
B.A. Bennington; M.A.T. Boston College 

SUSAN CLARK (Mrs. David D.), Latin; Greek (Acting Chairman) 
B.A. Swarthmore; M.A. Yale University 


B.A. Skidmore College; Boston University; Middlebury College 

MARGARET COUCH (Mrs. James H.), Librarian 
B.A. Wheaton College 

EDWINA FREDERICK (Mrs. Wayne), French 

B.S. in Education, Southeast Missouri College; M.A. Columbia University 


B.A. University of Missouri; Wesleyan University 


B.A. Assumption College; M.A. Trinity College; Certificat: Sorbonne; 
University of Massachusetts 

MARJORIE A. HARRISON (Mrs. Fred), Physical Education 
B.A. Connecticut College 

BARBARA HAWKES (Mrs.), Biology; Ecology; 
B.S. Tufts; MS. Northeastern 

ULRICH HEPP, French; German 

Advanced Study in Linguistics at University of Zurich 

CHRISTINE RONAY JOHNSTON (Mrs. M. Andrew), Music (Chairman) 
B.A. University of California at Berkeley; M.A. Harvard University 

DOROTHY Y. JUDD, Spanish (Chairman) 

B.S. College of William and Mary; M.A. Columbia University; 

M.A. Middlebury College 


B.A. Wayne University; M.A. Columbia University 



GEORGES N. KRIVOBOK, Head of Modern Languages; French (Chairman) 
B.A. Swarthmore; M.A. Middlebury 

FRANCES N. LADD (Mrs.), English, Speech 
B.A. Connecticut College 

SUSAN M. LLOYD (Mrs. Robert A.), History 
B.A. Radcliffe College; M.A.T. Harvard University 

WENDY SNYDER MACNEIL (Mrs. Ronald), Photography 

B.A. Smith College; M.A.T. Harvard University; Massachusetts Institute of 



B.A. Middlebury College; Dartmouth College; University of Colorado 


B.A. Princeton University; M.A. Columbia University 

j MARY SOPHIA MINARD, History (Chairman) 
B.A. Smith College; M.A.L.S. Wesleyan University 


B.D. Purdue University; M.A.T. Harvard University 

STEPHANIE BLAKE PERRIN (Mrs. Stephen), Art History; Curator, 
John-Esther Art Gallery 

Barnard; B.A. Boston University; M.A.T. Harvard University 

B.A. Columbia University 

VIRGINIA POWEL(Mrs. Harford W.H., Jr.), Art, Visual Perception 
Bachelor of Design, Sophie Newcomb College; Arts Students' League, 
Cincinnati Academy of Art 

NANCY PRICE (Mrs. Meredith), English 

B.A. Mount Holyoke College; M.A.T. Harvard University 

ALEXANDRA K. REWIS (Mrs.), English 
B.A. Smith College; M.A.T. Yale University 

. SHIRLEY RITCHIE, Physical Education 

B.S. New Jersey State Teachers College, Trenton 


B. Mus. Boston University College of Music; Piano with Gregory Tucker; 

Ensemble with Wolfe Wolfinsohn 

CRISTINA A. RUBIO (Mrs. Angel), Dance 

Studied under Marina Noreg, Birger Bartholin, Olga Preobrajenska and 


JEAN MARY ST. PIERRE, English (Chairman) 
B.A. Wheaton College; M.A. Columbia University 

B.A. Vassar College; M.A. Wellesley College 


B.A. Rollins College; M.A. Boston University 

ANDREW STRAUSS, Mathematics 

B.A. Dartmouth College; J.D. New York University 

DAVID S. TOWER, Mathematics 
B.A. Williams College 


B.F.A. University of Texas; M.F.A. Yale University School of Art and 

B.S. Paul Quinn College; diploma, Lincoln Business College; 
B.D. Payne Seminary, Wilberforce University; Boston University 
School of Theology 

HILDA WHYTE (Mrs. James), Physics (Science Chairman) 
B.S. Michigan State University 

ANNE LISE WITTEN (Mrs. Oscar), History 

M.A. University of Frankfurt; Sorbonne; Columbia University 

Graduate School 

Health Department FRANCIS GORDON SOULE, School Physician 

B. A. Dartmouth College; M.D. New York University 

JULIA KATHLEEN AYRE, R.N., Resident Nurse 

Hospital for Sick Children, Toronto; Post Graduate of Toronto Hospital 

Resident Advisers JOSEPH W. DOWNS, III, Abbey House 

A.B. Harvard University; Boston College Law School 

MABEL DOWNS (Mrs. Joseph), Abbey House 

A. A. Pine Manor Junior College; Bryant and Stratton 

PAMELA HANSEN (Mrs. C. Russell), Cutler House 
A.B. Boston University 

C. RUSSELL HANSEN, Jr., Cutler House 

A. B. Harvard University; J.D. Harvard Law School 

CHRISTINE RONAY JOHNSTON (Mrs. M. Andrew), Flagg House 

B. A. University of California at Berkeley; M.A. Harvard University 

B.A. Yale University 


JUDITH McCAHILL (Mrs. William), Hall House 
B.A. University of Delaware; M.A. Emory University 


B.A. Boston College; B.D. Boston University 

VIRGINIA MORGAN (Mrs. Francis"), Substitute 

B.S. Ashland College 


B.A. Rollins College; M.A. Boston University 

OLGA TOMPKINS (Mrs. Wilton), Substitute 

ISABELLE H. TRENBATH (Mrs. Gerald S.), Sherman House 
Smith College 

SALLY WARNER, Draper Hall 
New England Conservatory of Music 

BARBARA WICKS (Mrs. Stephen), French House 
Emerson College 

STEPHEN WICKS, French House 

DEBORAH BRIGGS WITTE (Mrs. Richard), Chapin House 
B.A. Lawrence University 

RICHARD WITTE, Chapin House 
B.A. Lawrence University 

Administrative Staff MARIE BONDE (Mrs. Jes), Assistant to the Director of Food and Housing 

SHARON BOYLE (Mrs. William), Secretary to the Director of Studies 
Bryant-Mclntosh Junior College 

BERDINE DiCLEMENTE (Mrs. Frank), Secretary, Alumnae Office 
B.S. Nazareth College 

EDITH A. JOHANSON, Bookstore Assistant 

JOYCE LAUDER (Mrs. Edsall), Secretary, Permissions Office 
A. A. O'Neill Business College 

EUNICE G. O'BRIEN (Mrs. Joseph R.), Secretary to the Director of 


ELINOR O'NEILL (Mrs. John J.), Receptionist 

ELIZABETH RICHARDS (Mrs. George), Telephone Receptionist 

MARILYN TOTTEN (Mrs. Norman), Secretary to the Director of 

FLORA R. VALENTINE (Mrs. Ronald M.), Secretary to the Librarian 

JUNE WERMERS (Mrs. George), Secretary, Business Office 
Katharine Gibbs Secretarial School 


Students enrolled 
September, 1972 











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ST. CROIX, U. S., V.I. 



ST. JOHN, U. S., V.I. 








STUDENTS, 1972 - 1973 

Abraham, Lisanne Harla 
Huntington Harbor, 

Adams, Nancy M. 

Westboro, Massachusetts 

Aigler, Diane 

Duxbury, Massachusetts 

Allen, Aina Maria 

Andover, Massachusetts 
Allen, Anne Louise 

Richmond, Indiana 
Allston, Laree Y. 

Roxbury, Massachusetts 
Alvarez, Ana Rosa 

Jamaica, New York 
Appen, Carolyn Newton 

Tia Juana, Venezuela 
Armsden, Catherine R. 

Kittery Point, Maine 
Austin, Andrea Kristen 

Alexandria, Virginia 

Bacher, Pamela 

Guidhall, Vermont 
Bain, Laurie Ann 

Lowell, Massachusetts 
Baird, Elizabeth Franklin 

Dunedin, Florida 
Bangert, Barbara Jean 

Andover, Massachusetts 
Barnes, Faith 

Belmont, Massachusetts 
Barrett, Jane Elizabeth 

Concord, Massachusetts 
Barry, Katherine Jane 

Princeton, New Jersey 
Barsamian, Lisa Patricia 

North Andover, 

Barton, Meta Walker 

Baltimore, Maryland 
Bayard, Myrtho 

Andover, Massachusetts 
Bayldon, Sarah Studley 

New York, New York 
Beck, Katherine D. 

Exeter, New Hampshire 
Belfield, Lee Harland 

St. Croix, 

Virgin Islands 

Benjamin, Laura Rose 


Berry, Elizabeth R. 

Morristown, New Jersey 
Bilkey, Linda McFarland 

Huntington, New York 

Bishop, Jennifer Ann 


Blackman, Phoebe L. 

Groton, Massachusetts 
Blewer, Cecilia F. 

New York, New York 
Bliss, Margaret 

Dedham, Massachusetts 
Blumberg, Ann Catherine 

Stamford, Connecticut 
Bodenrader, Tami J. 

Andover, Massachusetts 
Bolton, Sarah 

Andover, Massachusetts 
Bond, Annette Louise 

St. Croix, 

U.S. V.I. 
Bostwick, Barbara Ann 

Haverhill, Massachusetts 
Bowley, Susan Margaret 


Bozek, Joan Leslie 

Dracut, Massachusetts 
Brisson, Beth Lee 

Haverhill, Massachusetts 
Brisson Gail Ellen 

Haverhill, Massachusetts 
Brisson, Nancy C. 

Haverhill, Massachusetts 
Broaddus, Laura Wells 

Andover, Massachusetts 
Broaddus, Mary C. 

Andover, Massachusetts 
Brown, Claudia L. 

Washington, D. C. 
Brown, Susan Elizabeth 

Wakefield, Massachusetts 
Burns, Lisa 

North Andover, 


Cabot, Helen Ahern 

Wenham, Massachusetts 
Cameron, Donna Lucy 

Lawrence, Massachusetts 
Carter, Virginia H. 

Short Hills, New Jersey 
Cashin, Jane Kevill 

Djakarta, Indonesia 
Caverly, Susan Katherine 

Andover, Massachusetts 
Chapman, Catherine Anne 

Tenafly, New Jersey 
Charles, Elizabeth 

Washington, D. C. 
Chesler, Lynn Margaret 

Manhasset, New York 

Clements, Mary Ellen 

Richmond, Indiana- 
Clifton, Nancy 

Andover, Massachusetts 
Cobb, Amanda 

Ipswich, Massachusetts 
Cofer, Caitlin 

Westfield, New Jersey 
Cogan, Elizabeth Sue 

Lowell, Massachusetts 
Cogan, Ruth Louise 

Lowell, Massachusetts 
Connor, Hollis Anne 

Pelham, New York 
Contarino, Barbara Jeanne 

Andover, Massachusetts 
Cook, Esther 

Andover, Massachusetts 
Cooper, Sarah C. 

Avon, Connecticut 
Corning, Valerie Alden 

Palm Beach, Florida 
Costa, Susan Elizabeth 

Norwich, Connecticut 
Coward, Carroll Lambom 

Essex Fells, New Jersey 
Coward, Elizabeth L. 

Essex Fells, New Jersey 
Crane, Carolyn Sinclair 

Dalton, Massachusetts 
Curtis, Stephanie Diane 

Lowell, Massachusetts 

D'Abre, Kathleen Therese 

East Dennis, 

Daniels, Marianne 

Andover, Massachusetts 
Daniels, Martha Beach 

Lincoln, Massachusetts 
Davis, Dorinda L. 

Center Harbor, 

New Hampshire 
Davis, Sarah Holbrook 

Montreal, Quebec 
DeLucia, Dianne Ellen 

Andover, Massachusetts 
Dewey, Ann Sheffield 

Worcester, Massachusetts 
deWolf, Ainslie C. 

McLean, Virginia 
Dodd, Genevieve C. 

St. Clair, Michigan 
Dodson, Dorothy Tyrell 

Evanston, Illinois 
Downs, Margaret Sinclan 

St. Johnsbury, Vermont 
Doyle, Shauna Louise 

Rye Beach, New 


Dwight, Leslie Rathbun 
Holyoke, Massachusetts 

Earle, Theresa Sue 

Andover, Massachusetts 
Eason, Robin Theresa 

Haverhill, Massachusetts 
Eaton, Pamela Jean 

Andover, Massachusetts 
Elias, Felecia S. 

North Andover, 

Erlanger, Amy Boone 

Redding, Connecticut 
Evans, Elizabeth Temple 

Demarest, New Jersey 

Fauver, Elizabeth L. 

Perrysburg, Ohio 
Feldman, Mindy Diane 

Merrick, New York 
Field, Louisa Trumbull 

Pittsfield, Massachusetts 
Finn, Patricia Macy 

Nairobi, Kenya 
Fisher, Lilliom Gail 

Glencoe, Illinois 
Flynn, Colleen Marie 

Youngstown, Ohio 
Frazier, Jeanne Marie 

McAllen, Texas 

Gamble, Wendy Cushing 
Baltimore, Maryland 

Gass, Katherine D. 

Andover, Massachusetts 

Gibney, Eleanor 
St. John, U.S.V.I. 

Gifford, Charlotte Edith 

North Andover, 

Gifford, Linda S. 

North Andover, 

Goodman, Lori C. 

Lyme, New Hampshire 
Gootrad, Betsy 

Paris, France 
Gove, Kimberly Ann 

Andover, Massachusetts 
Goyer, Barbara Marie 

Chapel Hill, 

North Carolina 
Grandmaison, Linda Dawn 

Durham, New Hampshire 
Gray, Vanessa S. 

Richmond, Virginia 
Grecoe, Kim Marie 

Andover, Massachusetts 
Griffin, Nancy Lynn 

Dysart, Iowa 


Gross, Lori Lynn 

Andover, Massachusetts 
Grosvenor, Sara Anne 

Bethesda, Maryland 
Grumman, Elizabeth Sterling 

Weston, Massachusetts 

Hale, Dorothy Jacquelin 

Toms River, New Jersey 
Hamlin, Charlotte 

South Dartmouth, 

Harrison, Jody Ellen 

Eugene, Oregon 
Harriss, Gail Cynthia 

Lynnfield, Massachusetts 
Hartwell, Jill 

Wayzata, Minnesota 
Heifetz, Debra Ruth 

Lowell, Massachusetts 
Henderson, Elizabeth Mason 

Giadwyne, Pennsylvania 
Hendrix, Leslie K. 

Stonington, Connecticut 
Hester, Bettina Ann 

Nashville, Tennessee 
Hillhouse, Margaret 

Old Lyme, Connecticut 
Ho, Christine Kan 

Hong Kong 
Hockmeyer, Lisa 

Westford, Massachusetts 
Hodgkins, Virginia 

Lake Forest, Illinois 
Hoitsma, Ellen Louise 

Andover, Massachusetts 
Hoover, Ann C. 

North Canton, Ohio 
Hoover, Jane Curtis 

North Canton, Ohio 
Horowitz, Dana Susan 

Scarsdale, New York 
Horowitz, Julia Sarah 

Boston, Massachusetts 
Horton, Patience G. 

North Andover, 

Howes, Anne E. 

Birmingham, Michigan 
Howland, Leslie B. 

Lynnfield, Massachusetts 
Howland, Meredith Anne 

Lynnfield, Massachusetts 
Hudson, Mardi Jane 

Groton, Massachusetts 
Hume, Martha Alexandra 

New Milford, 

Hunt, Mary Louise 

Mahtomedi, Minnesota 


Irwin, Marion R. 

Rowayton, Connecticut 
Ittleson, Mary Elizabeth 

Dayton, Ohio 

Jablonski, Kristine Ann 

Andover, Massachusetts 
Jackson, Virginia Robins 

Overland Park, Kansas 
Jewkes, Claire Frances 

State College, 

Johnson, Beatrice B. 

Hingham, Massachusetts 
Johnston, Jan Marie 

Aruba, Netherlands, 

Joyce, Ann Robinson 

Somerset, New Jersey 
Jones, Fern 

Raleigh, North Carolina 

Kapetan, Christine Corbus 

Fairfield, Connecticut 
Kapteyn, Amy Ostrander 

Great Barrington, 

Kazarosian, Marcia V. 

Haverhill, Massachusetts 
Kazarosian, Paula V. 

Haverhill, Massachusetts 
Keesling, Katherine Joan 

Fort Bragg, 

North Carolina 
Keller, Lisa 

North Andover, 

Kennick, Sylvia Bowditch 

Amherst, Massachusetts 
Kent, Elizabeth Cryer 

Andover, Massachusetts 
Kent, Marguerite 

Andover, Massachusetts 
Kessler, Mary P. 

Cambridge, Massachusetts 
King, Wendy Frances 

Dobbs Ferry, New York 
Kittredge, Ellen Vietor 

Boxford, Massachusetts 
Kittredge, Jennifer Fulton 


Knowles, Sara Meredith 

Denver, Colorado 
Kpttke, Nancy V. 

Pelham, New York 
Kramer, Louise Elizabeth 

Port Washington, 

New York 
Kranzler Kathleen 

New Bedford, 


Krivobok, Karin Franziska 
Andover, Massachusetts 

Landry, Christina Mary 

Andover, Massachusetts 
Landsman, Lisa Ann 

New York, New York 
Lanzillo, Nina Francesca 

Mel rose, Massachusetts 
Large, Hilary Ann 


Laskowski, Margo L. 

Duluth, Minnesota 
Leach, Lucinda Anne 


Leith, Sara Jane 

McLean, Virginia 
Lentz, Evelyn Ann 

North Andover, 

Leroy, Ruth Andree 

Chicago, Illinois 
Letourneau, Mona Gaby 

Andover, Massachusetts 
Levin, Helen 


North Carolina 
Lewis, Celia 


North Carolina 
Lewis, Karen Lucretia 

Santurce, Puerto Rico 
Lindquist, Nancy Jean 

Bedford, New York 
Linehan, Jennifer 


Lockhart, Nancy Alice 

Peoria, Illinois 

Lockwood, Rebecca S. 
Prides Crossing, 

Long, Lydia 

Cohasset, Massachusetts 
Loring, Laura Hammond 


Lothrop, Robin B. 


Lunder, Deborah Ruth 

North Andover, 


Macartney, Susan 

Andover, Massachusetts 

MacDonald, Heather Lynn 
Los Angeles, California 

Mackintosh, Louisa Lynfield 

Grenada, West Indies 
Mackor, Paula Ann 

North Andover, 

Marasco, Maria Elizabeth 

Andover, Massachusetts 
Markley, Noreen Amelia 

North Canton, Ohio 
Martel, Priscilla A. 

Fitchburg, Massachusetts 
Martin, Josephine C. 

Amherst, New Hampshire 
Mason, Charlotte Hay 

Pittsburgh, Pennsylvania 
Matthews, Wendy 

Andover, Massachusetts 
McCabe, Marcia B. 

Wallingford, Pennsylvania 
McFarland, Susan Ellen 

Rye, New Hampshire 
McLean, Jenifer 

Andover, Massachusetts 
Merriam, Ann E. 

Andover, Massachusetts 
Miller, Kimberly Louise 

Andover, Massachusetts 
Miller, Mary Jane 

Andover, Massachusetts 
Mitchell. Teresa Lee 

Cleveland, Ohio 
Morgan, Fern 

New York, New York 
Mossman, Deborah Jane 

Lunenburg, Massachusetts 
Munkenbeck, Anne 

Old Greenwich, Connecticut 
Murphy, Katherine Anne 


Nahill, Jeanne Marie 

Methuen, Massachusetts 
Nahill, Sharon Rose 

Methuen, Massachusetts 
Naifeh, Carolyn March 

Karachi, Pakistan 
Neilson, Ruth Winsor 

Malvern, Pennsylvania 
Nelson, Marcia Leigh 

Andover, Massachusetts 
Nelson, Sara 

Kingston, Pennsylvania 
Nicholson, Sarah Louise 

Antigua, West Indies 
Nicolosi, Diane Mary 

Methuen, Massachusetts 
Nicolosi, Rosemary B. 

Methuen, Massachusetts 

O'Reilly, Mary-Jo 

Andover, Massachusetts 
Owen, Abigail 

Andover, Massachusetts 

Padjen, Jean Seward 

Topsfield, Massachusetts 
Palermo, Ann Marie 

North Andover, 

Pappas, Dorothy Carol 

Ipswich, Massachusetts 
Park, Rebecca Chapman 

Portland, Oregon 
Parke, Lisa Ann 

Meriden, Connecticut 
Pascale, Nancy Rosalie 

Canton, Ohio 
Patton, Kimberley Christine 

Danvers, Massachusetts 
Pawlowski, Ann Margaret 

Lynnfield, Massachusetts 
Pease, Belinda 


Pease, Carol Lewis 


Pease, Marion Elizabeth 


Peck, Jennifer Lynn 

Barnard, Vermont 
Pel letier, Karen Anne 

Andover, Massachusett 
Pennink, Carol Barclay 

New York, New York 
Pernokas, Karen Ann 

North Andover, 

Pernokas, Martha Ann 

North Andover, 

Perry, Priscilla 


Petty, Cornelia Torrey 

Stonington, Connecticut 
Polebaum, Beth Merle 

Lowell, Massachusetts 
Polk, Alison Elizabeth 

Chicago, Illinois 
Ponty, Caren Marjorie 

Andover, Massachusetts 
Portnoy, Lori Mae 

New Bedford, 

Prescott, Phebe Ann 

San Francisco, 

Pugh, Jane Warren 

Youngstown, Ohio 
Putman, Sheridan L. 

Toledo, Ohio 
Putnam, Rebecca D. 

Salem, Massachusetts 

Quinn, Kathleen Ann 
North Andover, 

Rainville, Karen Andrea 

Methuen, Massachusetts 
Randazzo, Anne Louise 

North Andover, 

Reardon, Kathleen 

Bangkok, Thailand 
Redman, Elizabeth R. 

Andover, Massachusetts 
Rentschler, Bonnie Lynn 

Yardley, Pennsylvania 
Richards, Harriet M. 

Duxbury, Massachusetts 
Richards, Pamela Moore 

Andover, Massachusetts 
Robert, Elisabeth Blanche 

Alpine, New Jersey 
Roberts, Ann 

Des Moines. Iowa 
Rodgin, Susan Gail 


West Virginia 
Rogers, Amy Joyce 

Andover, Massachusetts 
Rogers, Deborah King 

Andover, Massachusetts 
Rohrbach, Katherine Ball 

Storrs, Connec + icut 
Rome, Laura Ellen 


Rose, Nancy Austin 

Duxbury, Massachusetts 
Rosenberry, Nancy 

Englewood, Colorado 
Rullman, Claudia S.E. 

Brooklyn Heights, 

New York 
Rutenburg, Nina Rae 

Brookline, Massachusetts 

Samel, Terri Ann 

Andover, Massachusetts 
Sandoe, Susan Haliday 

Weston, Massachusetts 
Saunders, Hope 

Tewksbury, Massachusetts 
Sawicki, Ann Marie 

Meriden, Connecticut 
Schuller, Deborah Lawrence 

Beirut, Lebanon 
Schwartz, Pamela Susan 

Methuen, Massachusetts 
Selden, Deborah D. 

West Hartford, 

Shea, Sarah Parker 

New York, New York 

Sherwood, Frances W. 

Manchester, Massachusetts 
Sikora, Karyn Ann 

Lakeland, Florida 
Silverman, Donna Lee 

Savannah, Georgia 
Simonsen, Andrea 

New Canaan, 

Smith, Elizabeth Chatfield 

New Haven, Connecticut 
Smith-Peterson, Sara L. 

Lunenburg, Massachusetts 
Snelling, Elizabeth Horner 

Allentown, Pennsylvania 
Snelling, Marjorie P. 

Allentown, Pennsylvania 
Soling, Lora Ellen 

Pound Ridge, New York 
Southgate, Rebecca 

Manchester, Massachusetts 
Spader, Anne Heaton 

North Andover, 

Spangler, Kim W. 

Bryan, Ohio 
Sprague, Cate S. 

Prouts Neck, Maine 
Stahl, Deborah Jean 

Andover, Massachusetts 
Stahl, Susan Robin 

Andover, Massachusetts 
Sterling, Laura H. 


Stern, Robin L. 

Dorado, Puerto Rico 
Stites, Louise Patterson 

Louisville, Kentucky 
Stone, Karen Lee 

Groton, Massachusetts 
Sturges, Margaret L. 


New York 
Sullivan, Ellen Frances 

Lowell, Massachusetts 
Sullivan, Marianne Patricia 

Wakefield, Massachusetts 
Swing, Jennifer Anne 

Salisbury, Connecticut 
Symington, Betty Welsh 

New York, New York 

Thering, Deanna L. 

Judibana, Venezuela 
Thomas, Anita Marie 

Andover, Massachusetts 
Thomas, Megan Lloyd 

Concord, Massachusetts 
Thomas, Stephanie Kirsti 

Cambridge, Massachusetts 

Tolmach, Catherine Ann 

Miami Shores, Florida 
Tomlinson, Kate Stacey 

Morristown, New Jersey 
Trustman, Laurie Sue 

Chestnut Hill, Massachusetts 
Tulis, Karen L. 

Oakhurst, New Jersey 

Urie, Beth Marion 

Swampscott, Massachusetts 
Urie, Susan Teresa 

Swampscott, Massachusetts 
Utter, Loraine W. 

Westerly, Rhode Island 

Valentine, Elizabeth Hudson 

Carlisle, Massachusetts 
Van Anda, Diana 

West Nyack, New York 
Van Dyke, Katherine Anne 

Mystic, Connecticut 
Vernon, Susan Elizabeth 

Topeka, Kansas 
Vickers, Holly Ann 

Prides Crossing, Massachusetts 
Viemeister, Susan B. 

Huntington, New York 
Vinales, Carmen 

North Bronx, New York 
Von Klemperer, Catharine Lee 

Northampton, Massachusetts 

Wakefield, Anne 

San Francisco, California 
Warner, Katherine Ann 

South Bend, Indiana 
Washburn, Mary Elsie 

Andover, Massachusetts 
Waters, Robin Louise 

Sarasota, Florida 
Webb, Mary Urbahn 

Ridgefield, Connecticut 
Webster, Judith Melinda 

Andover, Massachusetts 
Weisman, Anne Waters 

Chappaqua, New York 
Wellin, Marjorie Sears 

Greenwich, Connecticut 
Wheaton, Donna Gail 

Plainfield, New Jersey 
West, Ruth 

Beverly, Massachusetts 
Wheelwright, Susan Joy 

Cohasset, Massachusetts 
White, Ann Rachel 

Andover, Massachusetts 
Whittemore, Kim E. 

Morris Plains, New Jersey 
Whittemore, Lucy Bliss 

Princeton, New Jersey 


Whittlesey, Jane 

Pittsfield, Massachusetts 
Willis, Barbara Elaine 

Manset, Maine 
Wilson, Edith 

Hamden, Connecticut 
Winthrop, Katharine 

New York, New York 
Wolf, Sylvia Marie 

Gloucester, Massachusetts 
Wood, Victoria Anne 

Elmira, New York 
Woodhouse, Hope Bulkeley 

Grosse Pointe, Michigan 
Woodman, Francesca Stern 

Boulder, Colorado 
Woodworth, Elizabeth Sharp 

Andover, Massachusetts 
Woodworth, Laurie Brewster 

Andover, Massachusetts 

Yameen, Pamela Ann 

Lawrence, Massachusetts 

Yoakum, Elizabeth Halsey 
Lakeville, Connecticut 

Ziegler, Jessfca Madeleine 
New York, New York